JAMES  JL.  BARTON 


6 .S'.  Hi  , 


X\vf  ®hcologiW/ 

PRINCETON,  N.  J. 


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Purchased  by  the  Hamill  Missionary  Fund. 


3 


BV  2630  ,B3 

Ja"'es  L-  1855-1936 
Educational  missions 


EDUCATIONAL 

MISSIONS 


BY 

james  l.  Barton 

SECRETARY,  AMERICAN  BOARD  OF  COMMISSIONERS  FOR  FOREIGN  MISSIONS; 
AUTHOR  OF  “ DAYBREAK  IN  TURKEY,”  “ THE  MISSIONARY  AND  HIS  CRITICS,”  “ THE 
UNFINISHED  TASK  OF  THE  CHRISTIAN  CHURCH,”  “HUMAN 
PROGRESS  THROUGH  MISSIONS,”  ETC. 


NEW  YORK 

STUDENT  VOLUNTEER  MOVEMENT 
FOR  FOREIGN  MISSIONS 
1913 


Copyright,  1913,  by 

STUDENT  VOLUNTEER  MOVEMENT 
FOR  FOREIGN  MISSIONS 


All  righls  reserved 


PREFACE 


Much  of  the  material  for  this  book  has  been  col- 
lected at  first  hand,  from  recently  printed  documents 
and  from  manuscripts.  A considerable  amount  of 
material  collected  by  the  Commission  on  Education 
of  the  Edinburgh  Missionary  Conference,  and  never 
printed,  is  in  the  author’s  possession  and  has  been 
drawn  upon.  The  most  modern  printed  reports  of 
the  higher  educational  institutions  and  of  the  mis- 
sionary societies  carrying  on  educational  work  abroad 
have  been  frequently  used.  A large  number  of  edu- 
cators who  are  now  or  who  have  been  closely  related 
to  this  work  have  been  interrogated.  In  addition  to 
these  sources,  the  author  has  been  able  to  draw  upon 
personal  experiences  growing  out  of  more  than  twen- 
ty-five years  of  close  relations  with  higher  educational 
work  abroad. 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 
Princeton  Theological  Seminary  Library 


https://archive.org/details/educationalmissiOObart 


CONTENTS 


CHAPTER  PAGE 

I.  Place,  Standing  and  Growth i 

II.  National  Relations 26 

III.  Imminent  Developments 51 

IV.  Higher  Education 79 

V.  Education  of  Women 105 

VI.  Some  Present  Problems 129 

VII.  Achievements  through  Education 154  ✓' 

VIII.  Opportunities  and  Qualifications  of  the  Edu- 
cational Missionary 181 

APPENDICES 

A.  General  Statistics  op  Educational  Missions  . . 208 

B.  Some' Well-known  Christian  Institutions  in  Mis- 

sion Countries 211 

C.  Detailed  Information  Regarding  a Few  Repre- 

sentative Institutions 217 

D.  From  the  Christian  University  Committee  of  Japan  253 

E.  Bibliography 257 

F.  A Selected  List  of  Books  on  Education  . . . 259 

Index 269 


ILLUSTRATIONS 


FACING 

PAGE 


Madras  Christian  College 8 

Dormitory,  E.  A.  K.  Hackett  Medical  College  for  Women, 
Canton,  China 16 

Methodist  School  for  Boys,  Concepcion,  Chile  ....  20 

Professors  and  Students,  Forman  Christian  College,  Lahore, 

India 28 

St.  John’s  University,  Shanghai,  China 36 

Robert  College,  Constantinople,  Turkey 44 

St.  Paul’s  Institute,  Tarsus,  Turkey,  and  Girl’s  Boarding 
School,  Marsovan,  Turkey 56 

New  Government  School,  Canton,  China 64 

Boone  University,  Wuchang,  China 74 

Cushing  Memorial  Buildings,  American  Baptist  College, 
Rangoon,  Burma 82 

Front  Elevation  of  Y.  M.  C.  A.  Building,  Canton  Christian 
College,  Canton,  China 90 

Plan  of  the  University  of  Nanking,  Nanking,  China  ...  92 

Gaylord  Hart  Kindergarten,  Akita,  Japan 114 

Isabella  Thobum  College,  Lucknow,  India 122 

Kobe  College,  Kobe,  Japan 126 

Canton  Christian  College  Classes 138 

Students  forming  to  enter  chapel,  Assiut  College,  Assiut, 
Egypt 144 

New  College  Hall,  American  College,  Madura,  India  . . . 150 


ILLUSTRATIONS 

FACING 

PAGE 

Assiut  College,  Assiut,  Egypt 160 

Mackenzie  College,  Sao  Paulo,  Brazil 172 

Buildings  of  Doshisha  University,  Kyoto,  Japan  . . . .178 

The  Canadian  Mission  College,  Indore,  India 186 

Students  of  Union  Theological  School,  1913,  Foochow, 
China 192 

The  Boys’  School,  Teheran,  Persia 200 


Educational  Missions 


CHAPTER  I 

PLACE,  STANDING  AND  GROWTH 

Educational  missions  constitute  a part  of  the  great 
enterprise,  in  which  Divine  and  human  forces  co- 
operate, for  world  evangelization  and  world  Christiani- 
zation. In  seeking  first  of  all  to  estimate  their  char- 
acter, we  must  consider  their  relation  to  the  other 
parts  of  the  whole  undertaking. 

“Educational  missions”  is  in  reality  a misnomer,  if 
we  mean  by  the  term  the  establishment  and  propaga- 
tion of  educational  work  and  educational  institutions 
in  mission  countries,  separate  and  apart  from  the 
methods  and  purposes  of  evangelization.  The  term 
“educational  missions”  has  come  to  be  used  with  much 
frequency  to  express  a particular  phase  of  mission 
work.  We  use  also  the  terms  “medical  missions” 
and  “evangelistic  missions,”  each  standing  for  a par- 
ticular idea  and  method  of  work,  or,  to  put  it  in 
another  way,  representing  a department  of  missionary 
work.  We  err,  however,  if  we  assume  that  these  de- 
partments are  separate  one  from  another,  without 
vital  relations  between  them.* 

* For  relation  of  education  to  evangelism,  see  Hamlin’s  “Among 
the  Turks,”  Chapter  XVIII. 

For  place  of  education  in  missionary  enterprise,  see  Bliss’  “The 
Missionary  Enterprise,”  Chapter  XI. 

See  also  Mott’s  “Strategic  Points  in  the  World’s  Conquest,”  pp. 
96-98. 


2 


EDUCATIONAL  MISSIONS 


All  of  these  so-called  “missions,”  or  departments,  are 
but  parts  of  a single,  united  whole,  with  only  one  defi- 
nite, clear-cut  object  in  view,  the  permanent  estab- 
lishment of  the  Kingdom  of  God  in  the  lands  to  which 
the  missionaries  go.*  No  one  of  these  departments 
could  survive  isolation  from  evangelization  for  any 
length  of  time.  An  educational  work  could  be  car- 
ried on  as  a separated  effort,  as  could  also  a medical 
or  industrial  work,  but  it  could  hardly  be  called  “mis- 
sions” in  any  ordinary  use  of  the  word,  unless  the  end 
aimed  at  was  the  evangelization  of  the  people  and  the 
permanent  establishment  among  them  of  the  Church  of 
Jesus  Christ. 

The  expression  is  sometimes  heard  that  there  is  a danger 
of  the  missionary  losing  himself  in  the  educator.  The 
phrase  is  an  unhappy  and  misleading  one,  since  it  is  becom- 
ing increasingly  recognized  that  the  aim  of  true  education 
is  necessarily  a religious  one.  The  best  educator  is  the  best 
missionary.  But  the  expression,  however  unfortunate,  points 
to  a danger  that  is  real.  There  is  a constant  temptation  to 
rest  content  with  the  lower  and  subordinate  ends  of  edu- 
cation, instead  of  seeking  the  highest.  It  is  extraordinarily 
easy  to  slip  almost  unconsciously  into  satisfaction  with  a 
school  that  is  serving  with  manifest  success  certain  social 
ends  and  so  to  fail  to  seek  the  complete  conversion  to  God 
of  the  lives  of  those  who  are  being  taught.  The  magnitude 
and  urgency  of  the  opportunity,  while  they  call  for  an  edu- 
cational policy  of  the  broadest  and  most  comprehensive  kind, 
at  the  same  time  make  it  imperative  that  the  policy  adopted 
should  be  dominated  from  beginning  to  end,  and,  in  all  its 
details,  by  the  central  missionary  motive. t 

A broader  conception  of  the  meaning  of  the  King- 
dom of  God  has  superseded  the  old  missionary  idea, 
and  we  have  generally  come  to  realize  not  only  that 
the  Gospel  ministers  to  the  entire  man  in  his  com- 
plete environment,  but  also  that  it  demands  of  its 

* Edinburgh  Missionary  Conference  Report,  Vol.  Ill,  p.  383. 

t For  the  aims  of  missionary  education,  see  section  on  Christian 
education,  “Mission  Problems  and  Policies  in  Asia.” 


PLACE,  STANDING  AND  GROWTH 


3 


followers  that  they  shall  reveal  the  power  of  that 
same  Gospel  through  every  form  of  human  activity. 
This  forces  the  introduction  of  medical  work  among 
people  who  are  destitute  of  the  advantages  of  modern 
medicine,  the  teaching  of  industries  to  the  indus- 
trially backward  races,  and  the  development  of  schools 
and  systems  of  education  among  the  illiterate.  These 
various  activities,  however,  are  but  other  forms  of 
preaching  the  Gospel  and  of  teaching  men  to  demon- 
strate their  faith  as  sincere  followers  of  Christ  and 
as  true  to  the  ideals  of  a Christian  society. 

Evangelization  has  to  do  with  the  present  generation,  edu- 
cation with  the  next.  Evangelization  gathers  men  into 
churches,  while  education  secures  the  permanence  of  the 
institutions  that  evangelization  calls  into  existence.  Educa- 
tion forges  the  weapons  of  offence  and  defence  that  evan- 
gelization wields  against  heathenism  and  scepticism.  It 
teaches  men  to  decipher  the  truth  contained  in  the  hiero- 
glyphics of  nature;  it  brings  to  light  the  record  hid  under 
the  scrawled  and  blotted  palimpsest  of  history,  and  from 
both  of  these  sources  illustrates  and  confirms  the  message 
of  revelation.  That  message  itself,  given  at  sundry  times 
and  in  divers  manners,  cannot  be  fully  understood  unless 
the  times  and  manners  be  traced  by  reverent  scholarship.  In 
spite  of  all  opposition,  therefore,  Christian  education  has  won 
and  firmly  holds  for  itself  a place  among  the  great  mission- 
ary agencies  in  every  land.* 

Educational  missions,  therefore,  constitute  but  a 
single  department  of  the  university  of  the  Kingdom 
of  God,  holding  a place  of  large  importance  but  in- 
separable from  the  institution  as  a whole. f This  phase 
of  missions,  however,  stands  by  itself  almost  as  dis- 
tinctly as  does  “medical  missions,”  since,  by  common 
consent,  that  form  of  missionary  work  is  called  edu- 
cational which  centers  in  a school,  including,  of 

* Pieters’  “Mission  Problems  in  Japan,”  pp.  135,  136. 

t See  Edinburgh  Missionary  Conference  Report,  Vol.  Ill,  pp.  369-372. 


4 


EDUCATIONAL  MISSIONS 


course,  the  primary  school  as  well  as  the  college,  uni- 
versity and  theological  seminary.  Hence,  wherever 
schools  and  systems  of  education  exist,  under  the  di- 
rection of  missionaries  and  supported  in  whole  or 
in  part  by  missionary  organizations,  having  for  their 
object  the  introduction  of  intelligent,  aggressive,  self- 
respecting  Christianity,  there  you  have  educational 
missions  and  all  that  is  implied  in  the  term.* 

Speaking  of  possible  remedies  for  the  social  evils  of 
the  non-Christian  world,  Dr.  Dennis  says : 

Education  alone,  apart  from  Christianity,  will  not  accom- 
plish it  [the  social  task  of  missions].  It  is  not  in  itself  a 
moral  force.  In  fact,  if  it  is  out  of  touch  entirely  with 
Christianity,  it  often  becomes  a powerful  weapon  of  evil, 
and  may  be  subsidized  in  violent  hostility  to  the  higher  wel- 
fare of  society.  Let  us  here  guard  carefully  our  meaning. 
We  do  not  intend  to  assert  that  education  under  Christian 
auspices,  pervaded  by  the  spirit  and  aim  of  a Christian  pur- 
pose, is  not  a useful  and  helpful  stimulus  to  social  progress. 
It  should  rather  be  counted  a noble  and  legitimate  mission- 
ary instrumentality.  Our  contention,  then,  is  that  mere 
education,  either  elementary  or  higher,  apart  from  Chris- 
tianity, with  no  promptings  of  Christian  morality,  no  in- 
fusion of  Christian  truth,  and  no  lessons  in  Christian  living, 
is  not  in  itself  an  effective  instrument  of  social  regeneration. 
We  do  not  dispute  that  it  is  an  intellectual  stimulus,  that  it 
broadens  the  outlook,  and  breaks  the  fetters  of  superstition, 
is  of  benefit  in  its  sphere  and  way  as  a ministry  to  the  men- 
tal faculties,  and  that  it  may  indeed  be  a scholastic  prepara- 
tion for  a subsequent  study  and  more  appreciative  appre- 
hension of  Christian  truth  and  morality;  yet,  while  it  is  in 
alliance  with  materialism,  agnosticism,  or  a false  and  super- 
stitious religious  system,  its  power  as  a moral  regenerator 
of  society  is  at  a minimum.  Civilization  is  not  derived  from 
or  based  upon  knowledge  in  the  head  so  much  as  it  is 
drawn  from  and  prompted  by  a true  religious  and  humane 
temper  in  the  heart  and  life  of  man.f 

* For  principles  of  missionary  educational  work,  see  Speer’s  “Mis- 
sionary Principles  and  Practice,”  pp.  52-61. 

t From  Dennis’  “Christian  Missions  and  Social  Progress,”  Vol.  I, 
P-  357- 


PLACE,  STANDING  AND  GROWTH 


S 


That  education  holds  a relation  to  the  missionary 
enterprise  which  is  fundamental  is  not  difficult  to  un-  : 
derstand.  Great  social,  physical,  moral  and  national 
changes  in  the  world  have  all  originated  in  the 
thoughts  and  in  the  beliefs  of  men.  Ideas  like  leaven 
spread  through  society,  work  their  changes  upon  com- 
munities, produce  fundamental  changes  in  religious 
belief,-  and  eventuate  in  sweeping  revolutions  that  put 
their  stamp  upon  a new  society  dominated  by  new 
ideas. 

It  would  be  the  height  of  absurdity  to  imagine  that  f:( , 
an  African  or  an  Eastern  nation  can  be  led  to  change 
its  manner  of  life,  or  to  overthrow  its  traditional  form 
of  government  for  a wholly  different  form,  without 
previous  fundamental  changes  having  taken  place  in 
the  ideas  and  concepts  of  the  people  as  a whole. 
Equally  true  is  it  that  we  would  not  expect  any  race, 
European  or  Asiatic,  to  retain  the  same  customs  and 
to  perpetuate  the  same  society,  whether  social  or 
political,  after  it  had  experienced  a fundamental  revo- 
lution in  its  manner  of  thought  and  in  its  religious 
belief. 

Correct  thinking  and  right  beliefs  are  the  domi-  J 
nant  forces  that  rule  men  and  nations,  and  these  con- 
stitute the  only  realm  in  which  great  and  fundamental 
conquests  can  be  won.  They  are  the  only  realm  to 
which  we  may  appeal  in  our  endeavor  to  change  the 
life  of  the  world.  It  was  to  this  realm  that  Jesus 
Christ  and  the  Apostles  appealed.  This  is  the  sphere 
of  human  life  to  which  Christianity  presents  its  truths 
and  from  which  it  seeks  assent.  Missionaries  need  not 
dwell  with  anxious  thought  upon  the  society  that  will 
ultimately  result ; neither  are  they  called  upon  to  give 
attention  to  national  changes  that  will  inevitably  fol- 
low. The  missionary’s  only  legitimate  field  of  ap- 


6 


EDUCATIONAL  MISSIONS 


proach  is  to  the  mind,  to  the  heart  and  to  the  con- 
science of  those  to  whom  he  can  obtain  access.* 

The  educational  work  of  the  missionary,  beginning 
with  a single  pupil,  it  may  be,  had  for  its  aim,  and 
still  has,  the  development  of  a new  line  of  thinking 
and  a new  moral  standard  growing  out  of  changed 
religious  belief.  This  principle  of  educational  mis- 
sions has  not  been  changed  during  the  entire  century 
of  modern  missionary  experience,  although  the  meth- 
ods of  its  application  have  met  with  many  and  sweep- 
ing changes.  Educational  missions,  therefore,  aim  at 
fundamental  and  universal  conquest,  but  the  conquest 
of  ideas  and  correct  belief  which  precede  the  highest 
ideals  and  which  must  ultimately  issue  in  the  em- 
bodiment of  those  ideals  in  a new  society  for  the 
world. f 

If  we  would  comprehend  fully  the  nature  and 
function  of  educational  missions,  we  must  consider 
the  place  which  from  its  earliest  days  Christianity  has 
given  to  education.  Christianity  puts  more  empha- 
sis upon  education  than  any  other  religious  faith  in 
ancient  or  modern  times.J  The  ideas  of  Christianity 
with  reference  to  God,  to  man,  and  to  all  human  re- 
lationships compel  the  highest  use  of  the  intellect  and 
the  fullest  development  of  the  reasoning  powers.  In 
its  effort  to  extend  itself  throughout  the  world,  Chris- 
tianity has  conceded  a prominence  to  education  which 
no  other  scheme  of  religion  or  philosophy  has  given  ; in 
fact,  it  has  based  its  expectation  of  a permanent  con- 
quest of  the  world  upon  the  training  of  the  intellect, 
the  understanding,  the  reason,  of  those  whom  it  has 
won  or  hopes  to  win. 

* See  Dennis’  “Foreign  Missions  After  a Century,”  pp.  230-233. 

t See  Tenney’s  “The  Triumphs  of  the  Cross,”  pp.  1S8,  189. 

t For  Christianity  as  an  ally  and  patron  of  intellectual  progress, 
see  Dennis’  “Christian  Missions  and  Social  Progress,”  Vol.  Ill,  pp. 

5-7- 


PLACE,  STANDING  AND  GROWTH 


7 


To  understand  the  importance  of  the  school  to  re- 
ligion, we  have  but  to  recall  the  influence  of  the  Rab- 
bis under  Judaism  and  the  place  which  the  teacher 
held  as  a prominent  and  honored  personage  in  the 
earliest  churches.  As  Christianity  expanded  among 
the  Gentiles,  we  see  that  the  teacher  as  a catechetical 
leader  came  prominently  to  the  front.  These  teachers 
became  leaders  of  philosophical  thought  and  gave,  be- 
sides their  Christian  instruction,  a general  philosophi- 
cal training.  Justin  is  a good  illustration  of  this  in 
the  catechetical  school  of  Alexandria.  Origen  is  an- 
other example  of  the  teachers  of  that  period  who 
not  only  gave  instruction  in  the  Scriptures  and  in 
Christianity,  but  who  discussed  also  the  principles 
of  mathematics,  physical  and  natural  sciences  and 
moral  philosophy.  Augustine  himself  gave  instruc- 
tion in  the  art  of  teaching.  The  Christian  Church 
in  the  early  days  spent  much  energy  in  thoroughly 
initiating  converts  into  the  foundation  principles  of 
the  Christian  religion,  and  has  always  endeavored  to 
make  the  best  possible  use  of  the  intellectual  material 
at  its  command  in  each  successive  age. 

Because  of  the  fact  that  general  education  had 
been  widely  extended  throughout  the  Roman  Empire 
at  the  beginning  of  the  Christian  era,  the  early  Church 
did  not  give  much  attention  to  general  primary  and 
intermediate  education.  While  there  were  many  pri- 
vate schools  they  were  held  as  private  until  toward 
the  beginning  of  the  third  century,  when  the  teach- 
ers were  appointed  and  paid  by  the  State.  Indeed, 
until  the  Roman  Empire  became  Christian  there  was 
no  attempt  on  the  part  of  the  Church  to  establish  and 
support  an  independent  school  system,  and  thus  the 
Christian  youth  was  trained,  for  the  most  part,  ex- 
cept as  he  received  education  in  private  schools,  under 


8 


EDUCATIONAL  MISSIONS 


the  same  teachers  and  in  the  same  classrooms  with  the 
children  from  pagan  homes. 

From  that  time  forward,  the  Church  has  exerted 
a mighty  influence  throughout  its  history  in  the  pro- 
motion of  education.  At  the  present  time  there  is 
wide  recognition  of  the  necessity  of  the  moral,  if  not 
even  of  the  religious,  element  in  a complete  educa- 
tion,— a recognition  which  is  not  confined  to  Chris- 
tian nations  but  exists  among  the  Hindus  of  India, 
the  Confucianists  of  China,  and  the  statesmen  and 
educators  who  are  trained  in  the  principles  of  Bush- 
ido. Many  leaders  of  Islam  to-day  acknowledge  the 
same  need.  If,  however,  education  is  to  include  the 
moral  and  the  religious,  it  is  essential  that  the  moral 
ideas  which  are  inculcated  should  be  of  the  highest 
which  the  world  has  achieved,  and  the  conception  of 
religion  imparted  should  be  that  of  the  purest  and 
the  truest.  While  recognizing  many  elements  of  value 
in  the  non-Christian  systems  of  religion  and  ethics, 
the  Christian  would  be  untrue  to  his  belief  and  to  his 
religion  did  he  not  reaffirm  his  conviction  that  the 
best  and  highest  education  of  the  world  demands  for 
its  complete  development  those  elements  of  truth 
which  Christianity  is  peculiarly  fitted  to  contribute.* 

It  is  an  interesting  fact  of  history  that  higher  edu- 
cation in  America  owes  its  origin  and  early  impetus 
to  the  Christian  Church.  The  Episcopalians  started 
Columbia  University  and  the  University  of  Pennsyl- 
vania; Harvard  and  Yale  were  established  by  Con- 
gregationalists ; Brown  University  by  the  Baptists ; 
Princeton  University  by  the  Presbyterians ; and  Bos- 
ton University  by  the  Methodist  Episcopal  Church. 
In  fact,  all  of  the  earlier  colleges  owe  their  origin 
to  some  branch  of  the  Church.  In  the  colonial  period 

* For  education  and  Christian  advance,  see  Mackenzie’s  “Christianity 
and  the  Progress  of  Man,”  Chapter  V. 

» 


Madras  Christian  College,  Madras,  India 


PLACE,  STANDING  AND  GROWTH  9 

of  American  history,  institutions  for  the  propagation 
of  Christianity  and  scholarship  were  in  close  coopera- 
tion, and  for  the  avowed  purpose  of  promoting  the 
welfare  of  the  Church. 

It  is  clear,  therefore,  that  the  stress  which  is  now 
being  laid  upon  education  in  the  foreign  missionary 
propaganda  is  but  the  logical  extension  of  the  em- 
phasis which  the  ChurcIT'has  always  laid  upon  the 
intellectual  training  of  the  young. 

But,  after  all,  the  including  of  education  in  the  for- 
eign missionary  scheme  is  a comparatively  new  idea. 
Strange  as  it  may  now  seem  after  the  experience 
of  three  missionary  generations,  at  the  close  of  the 
eighteenth  and  the  beginning  of  the  nineteenth  cen- 
turies, when  the  modern  foreign  missionary  movement 
was  inaugurated,  those  who  were  most  forward  in  the 
organization  of  missionary  societies  and  the  develop- 
ment of  the  missionary  idea  do  not  appear  to  have 
had  any  conception  of  the  place  of  education  in  mis- 
sionary work.  The  dominant  thought  in  the  minds  of 
all  seems  to  have  been  the  conversion  of  the 
“heathen.”  Beyond  that  no  one  was  bold  enough  to 
venture. 

In  the  charters  of  the  missionary  societies  organ- 
ized throughout  that  period,  there  is  little  or  no  allu- 
sion to  education  as  having  a place  in  the  missionary 
enterprise ; neither  did  the  school  seem  to  have  any 
part  in  the  missionary  program.  This  fact  is  not 
surprising;  but  it  demonstrates  that  educational  mis- 
sions, as  well  as  medical  missions  and  industrial  work, 
was  a later  development  and  grew  out  of  existing 
necessities. 

Quotations  from  charters  of  some  of  the  earlier 
societies  show  that  the  attention  of  the  Church  was 
then  centered  on  evangelistic  forms  of  work,  no  other 
method  of  approach  to  the  pagan  world  being  sug- 


10 


EDUCATIONAL  MISSIONS 


gested.  It  is  also  interesting  to  note  that  many  so- 
cieties formed  much  later  in  the  nineteenth  century 
still  put  evangelism  as  the  prime  and  exclusive  idea 
of  their  organization,  giving  no  place  to  the  teacher 
and  school  as  a legitimate  means  of  propagating  the 
Gospel. 

At  the  time  of  the  formation  of  the  Church  Mis- 
sionary Society  of  England,  in  1799,  a series  of  reso- 
lutions was  passed  with  reference  to  the  organiza- 
tion of  the  society.  The  first  contained  the  following 
as  the  sole  reason  for  its  formation,  “the  duty  in- 
cumbent upon  every  Christian  to  endeavor  to  propa- 
gate the  knowledge  of  the  Gospel  among  the  heathen.” 

The  American  Board  of  Commissioners  for  For- 
eign Missions,  formed  in  1810,  sets  forth  in  its  charter, 
as  the  one  object  of  its  organization,  “for  the  pur- 
pose of  propagating  the  Gospel  in  heathen  lands  by 
supporting  missionaries  and  diffusing  a knowledge  of 
the  holy  Scriptures.”  Evangelistic  missions  apparently 
covered  the  entire  purpose  of  this  society. 

These  declarations  of  purpose  have  a very  familiar 
sound  and  indicate  the  general  thinking  of  the  period. 
He  would  indeed  have  been  a bold  innovator  who, 
in  those  days,  would  have  dared  suggest  the  main- 
tenance of  schools  as  a part  of  the  work  of  those 
societies  and  as  an  object  for  contributions  from  the 
supporting  churches.  We  do  not  find  any  indication 
that  such  a declaration  was  made  for  many  years 
after  these  societies  began ; and,  in  fact,  for  many 
decades  after  the  missionaries  themselves  on  the  field 
had  begun  schools  and  were  actually  carrying  on  edu- 
cational work.  If  one  had  suggested  educational  mis- 
sions at  the  beginning  of  the  last  century,  there  prob- 
ably would  not  have  been  a sufficient  number  of  sup- 
porters to  create  a discussion,  much  less  to  cause  a 
schism.  In  the  appeals  made  at  home  by  officers  of 


PLACE,  STANDING  AND  GROWTH 


II 


missionary  societies,  by  interested  pastors,  as  well  as 
by  returned  missionaries,  both  for  recruits  and  for 
funds,  the  appalling  ignorance  of  peoples  to  b@  reached 
was  seldom,  if  ever,  referred  to ; the  one  plea  was  the 
lost  condition  of  all  who  lived  and  died  without  a sav- 
ing knowledge  of  Christ.  Neither  was  emphasis  laid, 
to  any  extent,  upon  the  necessity  of  training,  from 
among  the  Christians  themselves,  those  who  should 
in  turn  become  preachers  to  their  own  people.  The 
larger  viewpoint  could  come  only  as  the  result  of  the 
experience  of  the  missionaries  in  actual  work  and  of 
a more  intelligent  understanding  by  the  home  con- 
stituencies of  the  place  and  value  of  educational  mis- 
sions.* 

We  ask,  then,  why  schools  were  so  early  begun 
by  missionaries  of  nearly  all  of  the  leading  missionary 
societies.  In  stating  the  principal  reasons  for  begin- 
ning educational  missions,  we  are  but  giving  some, 
at  least,  of  the  reasons  for  their  continuance. f 

i.  Schools  afforded  an  avenue  of  approach  to  the 
people.  The  earlier  missionary’s  life  was  one  of  iso- 
lation. There  were  some  exceptions,  such  as  the  be- 
ginning of  work  in  the  Sandwich  Islands,  but  usually 
the  strange  foreigner,  with  his  pale  face  and  out- 
landish clothing,  was,  after  the  first  feeling  of  curi- 
osity, repellent  to  the  people.  They  were  not  eager 
to  hear  him  attempt  to  talk  about  his  religion,  in 
which  they  took  little  or  no  interest;  and  the  chances 
were  that  his  knowledge  of  their  vernacular  was  too 
inadequate  to  enable  him  to  make  himself  readily 
understood  in  public  address.  Then,  too,  most  of 
the  people  to  whom  he  could  hope  for  access  at  all 

* See  Robert  E.  Speer’s  “Christianity  and  the  Nations,”  pp.  91-98. 

t For  the  purpose  of  missionary  education,  see  The  East  and  the 
West,  January,  1910,  pp.  3-7. 

See  also  Bliss’  “The  Missionary  Enterprise,”  Chapter  XI. 


12 


EDUCATIONAL  MISSIONS 


were  compelled  to  work  for  their  bread,  and  had 
little  time  or  inclination  to  cultivate  the  foreigner.  To 
find  a way  of  approach  to  the  people  was  a practical 
and  a vital  question. 

The  children  were  less  prejudiced  and  more  curi- 
ous. They  soon  learned  that  the  strangers  were 
harmless,  to  say  the  least,  and  they  found  them  in- 
teresting as  well.  Many  were  quite  willing  to  iden- 
tify themselves  with  the  missionaries  as  daily  pupils  in 
their  homes,  or  in  some  rented  place.  These  children 
carried  back  to  their  parents,  and  to  the  community 
in  which  they  moved,  reports  of  the  doings,  the  say- 
ings and  the  teachings  of  their  newfound  friends. 
In  this  way  prejudices  were  broken  down  and  the 
missionaries  found  the  approach  to  the  parents  by 
way  of  the  child  fairly  easy.  Probably  in  the  earlier 
efforts  of  this  kind  the  missionary  school  was  of 
no  less  value  as  a road  to  the  homes  and  the  hearts 
of  the  parents  than  it  was  as  a benefit  to  the  child 
himself. 

2.  The  school  provided  the  missionary  with  continu- 
ous, interesting  and  rewarding  occupation.  The 
adults  were  not  always  accessible,  and  when  found 
were  not  invariably  eager  or  ready  listeners.  In  the 
absence  of  any  other  occupation,  the  missionary, 
whose  sole  duty  was  preaching,  necessarily  found 
broad  expanses  of  time  when  no  audience  could  be 
secured.  But  he  could  conduct  a school  several  hours 
each  day  and  not  interfere  with  his  preaching  time  or 
capacity.  At  the  same  time,  a continual  audience  of 
children  at  an  impressionable  period  in  their  lives, 
and  with  minds  aroused  by  the  strange  learning  of  the 
still  stranger  school,  provided  a hearing  which  was 
not  to  be  despised.  The  adult  population  were  ir- 
regular, inattentive  and  hard  to  move ; the  children 
were  alert,  eager  and  responsive.  It  is  not  strange, 


PLACE,  STANDING  AND  GROWTH 


13 


therefore,  that  the  missionaries  early  in  their  prac- 
tical life  turned  to  the  children  and  sought  in  them, 
through  the  agency  of  the  school,  an  audience  and  a 
constituency.  They  found  here  a quick  response  to 
their  efforts,  and  a continuous  and  satisfying  ac- 
tivity. 

3.  .Only  through  the  school  could  the  missionaries 
secure  the  native  assistants  and  colaborers  the  work 
demanded.  At  the  very  outset  they  needed  teachers 
to  assist  them  in  mastering  the  native  languages,  and 
in  many  instances  these  had  to  be  trained  by  the 
missionaries  themselves.  The  need  of  native  helpers 
to  act  as  preachers  and  evangelists  became  immedi- 
ately apparent,  also,  and  most  missionaries  began  to 
select  from  among  the  brightest  and  most  devoted 
young  men  groups  to  whom  they  gave  themselves  as 
teachers.  These  schools  were  called  “training  classes,” 
which  name  many  of  them  still  bear,  and  their  pur- 
pose was  to  prepare  men,  and  later  women,  also,  for 
direct,  aggressive  Christian  service.  All  of  the  dis- 
tinguished native  leaders  in  the  older  mission  fields 
came  from  classes  of  this  character;  and  their  place 
in  the  propagation  of  Christianity  among  their  own 
people  has  not  been  second  to  that  of  the  missionaries. 
In  the  training  of  these  earlier  classes  the  mission- 
aries followed  something  of  the  same  methods  Christ 
used  in  the  training  of  the  twelve  disciples. 

In  addition  to  the  first  recognized  demand  for  na- 
tive preachers,  there  soon  began  to  emerge  another 
need,  and  that  was  for  native  teachers.  It  is  true 
that  in  those  earlier  days  the  distinction  between 
teacher  and  preacher  was  not  clearly  drawn,  and  the 
necessity  for  native  preachers  first  commanded  recog- 
nition. The  native  teachers  became  assistants  to  the 
missionaries  in  their  earlier  schools,  and  later  were 
put  in  full  charge  of  schools  under  the  general  super- 


H 


EDUCATIONAL  MISSIONS 


vision  of  the  missionaries.  It  required  no  further 
demonstration  to  make  it  clear  that  the  missionary 
could  vastly  and  most  effectively  multiply  the  volume 
and  power  of  the  work  by  training  a native  agency. 

4.  Local  educational  conditions  in  all  missionary 
countries  were  most  unsatisfactory.  Even  in  coun- 
tries where  there  was  a written  language  and  an  ex- 
tensive vernacular  literature,  illiteracy  was  almost 
universal  among  the  people  most  accessible.*  One 
needs  but  to  read  the  missionary  annals  of  those 
earlier  days,  or  even  the  reports  of  days  not  so  re- 
mote, to  understand  the  attitude  of  the  missionaries 
toward  the  need  of  introducing  modern  Christian  edu- 
cation as  the  foundation  and  safeguard  of  the  Church 
and  of  society.  A large  number  of  the  first  modern 
missionaries  were  the  products  of  a liberal  education, 
and  had  well  learned  the  importance  of  a constituency 
that  had  at  least  the  rudiments  of  an  education,  lifting 
it  intellectually  above  the  common  level  of  uniform 
illiteracy.  In  no  mission  country  were  conditions 
such  as  to  promise  anything  in  this  respect.  Educa- 
tion from  any  modern  point  of  view  did  not  exist,  and, 
so  far  as  one  could  see,  would  never  be  inaugurated 
by  local  leaders.  The  missionaries  did  not  set  out 
to  develop  an  educational  system  for  the  country, 
but  they  felt  compelled  to  do  all  in  their  power  to 
correct  the  conditions  that  were  all  about  them,  and 
to  inspire  in  the  few  they  were  able  to  reach  a desire 
for  something  better  in  the  way  of  education. 

5.  A Christian  community  needed  to  be  trained. 
Besides  the  direct  native  Christian  workers  needed, 
it  was  imperative  that  there  should  be  educated  Chris- 
tian men  in  the  various  learned  professions  and  also 
in  business  and  other  pursuits.  No  church  in  the 

* For  ignorance  among  non-Christian  races,  see  Dennis’  “Christian 
Missions  and  Social  Progress,”  Vol.  I,  pp.  182-187, 


PLACE,  STANDING  AND  GROWTH 


IS 


West  could  thrive  or  even  survive  without  the 
Christian  layman,  wise,  balanced  and  consecrated.  In 
the  East  the  need  is  equally  great,  if  not  greater. 
It  must  needs  be  demonstrated  that  Christianity  ap- 
plies to  all  walks  of  life  and  to  all  professions,  and 
that  it  put  its  stamp  upon  society  as  well  as  upon 
the  individual,  and  the  society  thus  created  must  be 
such  as  to  command  the  confidence  and  respect  of 
all  classes  in  the  community.  The  Christian  physi- 
cian and  lawyer  and  government  official,  as  well  as 
the  Christian  business  man,  each  in  his  way  and  place, 
exerts  an  influence  hardly  second  to  that  of  the  teacher 
and  preacher.  They  lift  the  Christian  community 
and  demonstrate  its  superior  character  as  a new  so- 
cial order  and  give  to  it  standing,  respect  and  in- 
fluence. 

6.  Another  factor,  operating  not  perhaps  as  a rea- 
son for  undertaking  educational  work  but  as  an 
incentive  to  its  continuance,  has  been  the  fact  that, 
as  teacher,  the  missionary  acquired  a standing  and 
influence  difficult  otherwise  to  acquire.  A Eastern 
people  especially  respect  and  even  reverence  the  teach- 
ers of  their  children.  The  profession  is  highly  hon- 
ored, even  where  the  masses  of  the  people  are  illit- 
erate. The  Mohammedan’s  hodja  in  the  mosque, 
before  whom  boys  gather  daily  who  are  set  to  the 
task  of  committing  to  memory  the  Koran  and  other 
sacred  books  and  traditions  of  Mohammedanism,  ex- 
ercises the  widest  influence  over  those  youths.  The 
teacher  has  exercised  in  all  the  history  of  Islam  that 
dominant  influence  that  enables  Mohammedanism  to 
maintain  a solidarity  which  to-day  is  one  of  its  most 
fundamental  characteristics.  The  teacher,  by  his  daily 
contacts,  has  been  able  to  shape  the  thinking  and  the 
religious  belief  of  the  children  so  that,  when  they  pass 
out  from  under  his  direct  control,  there  is  little  danger 


i6 


EDUCATIONAL  MISSIONS 


that  any  other  religion  can  displace  their  belief  in 
the  Koran.  The  Mohammedan  teacher  is  held  in 
profound  respect  by  Moslem  believers  all  over 
the  world,  and  holds  a position  of  conspicuous 
influence. 

In  India  we  find  the  same  condition.  Many  leading 
Hindu  and  Parsi  families  engage  a teacher  perma- 
nently, who  becomes  a member  of  the  family  and  the 
teacher  of  the  children.  His  office  is  not  purely  that 
of  the  teacher  of  the  children,  but  combines  with  it 
something  of  the  priesthood,  holding  a peculiar  re- 
ligious relation  to  the  head  of  the  family.  He  is  a 
spiritual  adviser,  and  so  exerts  a profound  influence 
upon  the  whole  household  and  does  much  to  shape 
the  religious  and  intellectual,  as  well  as  the  social, 
life  of  the  homes.  The  Hindu’s  esteem  for  the 
guru,  or  religious  teacher,  amounts  almost  to  ven- 
eration. 

In  Japan,  while  the  situation  is  somewhat  different 
from  that  in  Mohammedan  countries  and  in  India, 
the  teacher  of  the  child,  even  to  the  present  date,  is 
held  in  unusual  esteem.  This  perhaps  was  more  true 
under  the  old  order,  fifty  or  sixty  years  ago,  than  it 
is  to-day,  under  the  Constitution.  But  even  now  the 
teacher  holds  a position  of  high  respect. 

China  puts  more  emphasis  upon  education  than  any 
other  country  of  the  Far  East.  As  education  in  China 
has  had  a supreme  place  in  its  national  life,  so  the 
teacher,  who  has  stood  at  the  center  of  education,  has 
ever  had  a position  of  unusual  influence  and  power. 
The  responsibility  of  the  pupil’s  passing  the  examina- 
tions for  his  much  coveted  degrees  rested  solely  upon 
the  teacher.  The  successful  pupil  felt  under  lasting 
obligation  to  the  one  who  had  led  him  through  the 
intricacies  of  the  Chinese  Classics,  so  that  when  he 
came  to  the  dreaded  examinations  he  was  able  to 


E.  A.  K.  Hackett  Medical  College  for  Women,  Canton,  China 


PLACE,  STANDING  AND  GROWTH 


1 7 


pass  successfully.  Ever  after,  whatever  his  official 
position,  he  never  forgot  his  teacher  or  failed  to  give 
due  credit  for  what  had  been  received  at  his  hand. 
The  educated  Chinese  always  speak  with  great  rev- 
erence and  respect  of  their  teachers.  Indeed  much 
of  China’s  stability  through  the  centuries  may  be  ac- 
counted for  by  her  worshipful  regard  of  her  teachers, 
from  Confucius  down.  In  view  of  this  exalted  and 
influential  position  which  the  teacher  holds  among 
Oriental  peoples,  it  is  easy  to  see  the  position  of 
vantage  from  which  the  educational  missionary  works. 
And  it  would  be  unfortunate  indeed  if  he  should  fail 
to  fit  deservingly  into  this  high  estate  or  should  al- 
low the  teaching  profession  to  fall  into  lower  esteem.* 
7.  The  people  were  ready  for  education.  This  fact 
was  not  so  evident  in  the  earlier  days  of  the  enter- 
prise as  it  is  now.  It  cannot  be  given  as  one  of  the 
leading  reasons  why  missionaries  began  schools,  but 
it  is  now  an  important  reason  for  perpetuating  them. 
In  nearly  every  missionary  country  there  can  be  dis- 
covered a real  desire  among  a considerable  body  for 
educational  facilities  for  their  children.  This  appears 
not  only  in  the  general  patronage  of  the  schools  when 
established,  but  in  urgent  requests  from  remote  and 
unexpected  regions  for  schools.  The  rapid  rise  and 
phenomenal  progress  of  modern  education  in  Japan, 
and  the  present  eagerness  of  the  Chinese  for  the  mod- 
ern development  of  their  school  system,  are  two  well 
known  illustrations  of  such  a desire.  All  classes  in  the 
Turkish  Empire  and  great  masses  of  people  in  India 
have  also  demonstrated  their  eagerness  for  a widely 
extended  school  system.  At  the  present  time  petitions 
are  coming  in  from  the  Albanians,  only  recently  eman- 

* For  education  in  China,  see  Report  of  Centenary  Missionary  Confer- 
ence, 1907,  pp.  59-80. 

For  Government  schools  in  China,  see  “The  China  Mission  Year 
Book,”  1910,  Chapter  III. 


i8 


EDUCATIONAL  MISSIONS 


cipated  from  the  rule  of  the  Turk,  begging  assistance 
in  the  creation  of  a modern  school  system  for  their 
people;  while  in  Africa  and  the  islands  of  the  Pacific 
the  educational  appeal  has  a grip  and  an  imperative 
not  evident  in  any  other  form  of  missionary  work. 

Indeed,  the  demand  for  education  of  a thoroughly 
approved  character  is  everywhere  manifest  to-day. 
During  the  nineteenth  century  education  has  demon- 
strated its  efficiency,  both  for  individuals  and  for  na- 
tions, on  a large  scale.  Germany  has  been  a con- 
spicuous instance  of  the  effect  of  systematic  education 
on  national  welfare,  and  Japan  has  recently  shown 
that  the  same  methods  will  produce  similar  results 
in  the  East.  There  has  never  been  a time  when  edu- 
cation was  so  at  a premium  in  popular  thought. 

This  desire,  as  expressed  in  mission  lands,  may  not 
be,  and  probably  is  not,  based  upon  the  highest  mo- 
tives. In  many  cases  an  education  is  desired  because 
it  will  secure  for  the  possessor  a large  salary  or  a 
more  honored  and  honorable  place  in  society.  The 
education  of  a girl  may  be  sought  in  order  to  secure 
for  her  a more  favorable  marriage.  And  yet,  in  this, 
the  men  of  the  East  may  not  materially  differ  from  the 
more  enlightened  and  Christianized  peoples  of  the 
West. 

This  desire  for  education  has  made  it  possible  to 
promote  self-support  for  schools  in  a way  not  antici- 
pated in  the  beginning  of  missionary  work.  Men  who 
would  make  no  contribution  for  the  support  of  the 
Church  often  show  a willingness  to  pay  liberally  for 
the  education  of  their  children.  Many  of  the  vil- 
lage schools,  once  supported  wholly  by  mission  funds, 
are  now  cared  for  entirely  by  the  people.  This  may 
account  in  part  for  the  unusual  development  of  this 
arm  of  the  service  and  the  persistence  with  which  the 
missionaries  have  promoted  education.  But  even  in 


PLACE,  STANDING  AND  GROWTH 


19 


the  earlier  days  there  were  numbers  of  the  people  in 
most  countries  who  were  ready  and  even  eager  for 
the  education  of  their  children,  and  this  was  one 
of  the  reasons  for  the  introduction  of  this  phase  of 
missionary  work. 

8.  The  work  of  education  seemed  to  give  greater 
permanence  to  the  results  of  evangelism.  Experience 
showed  that  some  converts,  especially  among  the  il- 
literate, were  in  danger  of  falling  away.  It  was  always 
a question  as  to  how  much  of  Divine  grace  they  had 
received,  and  whether  they  would  be  able  to  meet 
and  overcome  the  temptations  of  their  old  life  and 
associates.  The  same  class  of  people,  educated  to  read, 
had  a source  of  strength  in  the  Bible  and  in  Christian 
literature  and  were  thus  better  fortified  against  temp- 
tation. 

Moreover,  distinct  evangelistic  results  were  found 
to  come  from  educational  work,  even  when  pupils 
left  school  without  giving  evidence  of  conversion. 
They  had  received  Christian  training  and  were 
equipped  to  investigate  Christian  truths  for  them- 
selves. Many  of  them  made  public  profession  of  their 
acceptance  of  Christ  after  entering  upon  their  life 
work,  and  many  others  who  did  not  take  that  step 
showed  themselves  friendly  to  Christianity.  The 
teacher,  therefore,  seldom  gave  up  hope  for  his  pupils 
and  had  much  reason  to  look  upon  his  work  with  a 
large  degree  of  satisfaction.  Those  missionary  so- 
cieties that  set  out  only  to  evangelize  and  not  to  edu- 
cate, and  who,  for  a protracted  period,  adhered  to  that 
policy,  find  to-day  to  their  credit,  on  the  whole,  less 
permanent  results  than  those  societies  that  early  en- 
tered upon  Christian  education  as  a part  of  their 
permanent  method  of  work.* 

•See  Jones’  “India’s  Problem:  Krishna  or  Christ,”  pp.  248,  249. 

See  also  Pieters’  “Mission  Problems  in  Japan,”  Chapter  VI. 


20 


EDUCATIONAL  MISSIONS 


9.  A minor  reason  was  that  to  many  missionaries 
the  educational  work  was  more  attractive  than  the 
directly  evangelistic  work.  To  conduct  a school  or 
schools  is  easier  than  to  evangelize  a people.  Some  of 
the  discouragements  that  confront  the  evangelistic 
missionary  have  been  already  suggested.  His  work 
is  not  only  hard  to  promote,  but  difficult  to  report. 
As  the  year  closes  he  feels  the  hopelessness  of  at- 
tempting to  measure  its  successes  and  failures  by 
the  numbers  who  have  confessed  Christ  or  who  have 
fallen  away.  His  work  is  away  from  his  home  for 
the  most  part,  surrounded  by  uncongenial  conditions 
and  almost  invariably  confronted  by  opposition  from 
without  and  within.  It  is  a scattered  work,  attached 
to  no  single  community,  and  with  a varied  and  often 
unharmonious  constituency. 

The  educational  missionary  becomes  identified  with 
an  institution  and  deals  with  a comparatively  per- 
manent community.  It  is  an  institution  about  which 
reports  can  be  easily  written.  The  school  does  not 
meet  the  same  opposition  that  confronts  the  Church, 
and  the  teacher  is  more  generally  popular  than  the 
preacher.  The  teacher  has  the  opportunity  to  exer- 
cise an  extended  influence  over  his  pupils  or  constitu- 
ency, and  can  maintain  a certain  relation  with  them 
after  they  leave  school.  It  is  but  natural  that  the 
school  has  presented  a more  attractive  field  to  many 
missionaries  than  the  harder  and  fundamentally  im- 
portant work  of  evangelization  among  the  people  at 
large. 

10.  Yet  another  cause  of  the  introduction  of  edu- 
cational work  in  mission  fields  is  to  be  found  in  the 
genius  of  Protestantism.  It  has  been  noted  by  many 
historians  that  Protestantism,  with  its  appeal  to  the 
Scriptures,  laid  upon  the  individual  the  responsibility 
for  learning  to  read  the  Scriptures  for  himself,  and 


Methodist  School  for  Boys,  Concepcion,  Chile 


PLACE,  STANDING  AND  GROWTH 


21 


consequently  served  to  promote  elementary  education. 
Protestantism  also  supported  learning  on  the  part  of 
the  clergy.  Later  came  the  philanthropic  desire  to 
enable  those  who  were  ignorant  to  improve  their  con- 
dition somewhat  by  elementary  instruction. 

From  the  simple  primary  and  training  schools  with 
which’  this  work  began,  there  has  been  great  advance 
in  missionary  education  during  the  past  century.* 
Without  attempting  to  describe  all  the  processes  of 
growth  or  to  trace  their  historic  development,  we 
will  enumerate  the  principal  kinds  of  missionary 
schools  as  they  are  found  to-day. 

I.  Primary  or  village  schools.  These  are  yet  the 
most  primitive,  as  well  as  the  most  important.  In  most 
countries  they  are  closely  identified  with  the  native 
Church  and  are  partly  or  wholly  supported  by  it. 
Some  nine-tenths  of  all  the  children  in  mission  schools 
are  in  the  primary  grade.  Here  Christian  truths  and 
ideas  of  modern  education  are  planted  in  minds  at 
their  most  formative  period.  The  Continuation  Com- 
mittee conferences  held  in  1913,  under  Dr.  Mott’s 
presidency  in  India,  Burma,  China  and  Japan,  urged 
that  more  attention  be  given  to  the  development  of 
village  and  primary  schools. f These  schools  are  for 
the  most  part  attended  by  both  boys  and  girls.  The 
teachers  are  natives. 


* One  phase  of  the  development  may  be  noted  in  passing.  The 
educational  ideals  of  the  early  missionaries  were  shaped  by  their  defi- 
nition of  Christianity,  which  laid  too  exclusive  emphasis  on  the  spir- 
itual experience  of  the  individual.  The  increasing  emphasis  on  the 
social  ideals  of  Christianity,  which  has  so  developed  during  the  last 
half  century,  has  naturally  created  a higher  regard  for  all  the  knowl- 
edge which  is  effective  in  promoting  social  welfare.  As  individualism 
has  been  replaced  to  a great  extent  by  collectivism,  the  value  of  insti- 
tutional agencies  on  a large  scale  has  been  more  appreciated. 

t See  section  on  Christian  education,  “Mission  Problems  and  Poli- 
cies in  Asia.” 


22 


EDUCATIONAL  MISSIONS 


2.  The  kindergarten.  This  is  one  of  the  most  re- 
cent developments  of  Christian  education,  and  one  of 
the  most  popular.  While  the  primary  schools  take 
pupils  of  all  classes,  the  attendance  is  usually  from 
the  children  of  the  lower  and  middle  class.  The  kin- 
dergarten pupils  come*  more  largely  from  homes  of 
the  middle  and  upper  classes.  There  is  hardly  any 
limit  to  the  development  of  this  form  of  education 
and  now  missionaries  are  organizing  training  schools 
for  the  education  of  native  kindergartners. 

3.  Intermediate  schools  stand  between  the  primary 
and  the  high  schools. 

4.  Boarding  schools.  These  began  in  the  houses 
of  the  missionaries  but  rapidly  developed  into  distinct 
schools.  They  exert  the  most  permanent  influence  in 
the  way  of  the  development  of  Christian  character. 
They  are  for  both  boys  and  girls,  but  in  separate 
schools.  The  students  live  in  the  school,  which  is 
conducted  as  a Christian  home,  under  the  care  and 
oversight  of  some  missionary,  who  either  lives  in  the 
building  or  close  by.  From  these  boarding  schools 
come  the  best  and  most  trustworthy  Christian  leaders. 
Many  of  them  prepare  students  for  college.* 

5.  High  schools.  These  are  with  and  without  dor- 
mitories, and  not  infrequently  are  under  a native  prin- 
cipal. They  are  the  “preparatory  schools”  of  mission 
fields  and  often  constitute  a part  of  a mission  college. 
Boys  and  girls,  with  rare  exceptions,  study  and  recite 
quite  apart  in  this  grade.  Here,  too,  most  of  the 
teachers  are  natives.  The  courses  of  the  high  schools 
and  the  boarding  schools  are  not  distinct. 

6.  Normal  schools.  Under  the  increasing  demand 
for  teachers  in  the  grades  of  mission  schools  already 
mentioned,  as  well  as  in  various  government  schools, 
it  has  become  necessary  to  conduct  normal  schools, 

* See  Curtis’  “Around  the  Black  Sea,”  pp.  3,  7,  8. 


PLACE,  STANDING  AND  GROWTH 


23 


sometimes  separate,  and  sometimes  as  departments  of 
existing  higher  institutions.  This  is  a comparatively 
recent  development  that  is  destined  to  increase  in  in- 
fluence. 

7.  Colleges.  Higher  education  has  grown  out  of 
existing  high  and  boarding  schools  in  response  to  an 
imperative  demand  upon  the  part  of  the  people.  The 
principals  of  all  mission  colleges,  with  a few  notable 
exceptions,  are  missionaries,  while  the  majority  of  the 
teachers  are  natives. 

8.  Theological  and  training  schools.  Among  the 
oldest  missionary  educational  institutions,  these  schools 
stand  to-day  distinctly  for  the  training  of  a native 
ministry. 

9.  Bible  women’s  training  schools.  These  schools 
are  calculated  to  do  for  women  what  the  theological 
schools  do  for  men.  They  train  women  for  evangelis- 
tic work  among  their  own  sex,  and  for  positions  as 
pastors’  assistants. 

10.  Medical  colleges.  The  medical  colleges  stand 
for  the  same  in  the  mission  field  as  they  do  in  the 
West.  They  exist  for  both  men  and  women  and 
have  Nurses’  Training  Schools  attached.  At  the  pres- 
ent time  most  of  the  teachers  are  Westerners. 

11.  Industrial  and  technical  schools.  These  are 
of  great  variety  and  scope,  ranging  all  the  way  from 
an  industrial  or  self-help  department  in  a boarding 
school,  high  school  or  college,  to  agricultural  and  tech- 
nical schools.  It  is  difficult  to  classify  them  and  they 
are  now  in  a state  of  change  and  development. 

These  are  the  principal  schools  in  the  mission  field 
that  have  to  do  with  the  education  of  native  students. 
In  addition  there  are  schools  for  the  children  of  mis- 
sionaries and  also  schools  for  teaching  new  mission- 
aries the  vernacular  of  the  country.  These  latter  are 
not  yet  fully  organized.  This  entire  educational  sys- 


24 


EDUCATIONAL  MISSIONS 


tem  is  carried  on  for  the  training  of  boys  and  girls, 
young  men  and  young  women  and  even  older  men  and 
women.  Since  coeducation  is  not  permissible  in  the 
Orient,  all  schools  above  the  primary  and  intermediate 
grades  are  separate  for  the  two  sexes.  In  several 
countries  the  intermediate  students  are  separated. 
Women’s  schools  of  all  grades  are  directed  by  women 
and  are  largely  under  the  direction  of  the  various 
Women’s  Boards.  Women  are  better  adapted  to  the 
control  of  all  primary  schools  than  men,  and  gener- 
ally have  such  in  charge.  In  the  lower  schools,  how- 
ever, except  in  kindergartens,  missionaries  are  not 
regular  teachers.  The  language  of  all  schools  below 
the  college  is  the  vernacular  of  the  pupils.  Many  of 
these  schools  are  primitive  and  crude,  while  a large 
number  are  well  equipped  and  housed,  and  conducted 
with  great  skill  and  thoroughness.* 

Education  as  a modern  science  owes  a decided  debt 
to  the  experience  of  educational  missions.  It  must  be 
acknowledged  that  the  science  of  education  is  still 
in  its  youth,  even  in  America  and  Europe.  No  edu- 
cator would  be  so  bold  as  to  affirm  that  he  has  a sys- 
tem of  education  which  he  is  confident  will  produce 
the  desired  results  everywhere  or  in  every  depart- 
ment of  learning.  There  is  no  doubt  that  the  experi- 
ences through  which  missionary  education  is  passing, 
dealing,  as  it  does,  with  peoples  of  all  grades  of  pre- 
vious training  and  of  no  training  whatever,  may  be  of 
supreme  value  in  developing  and  perfecting  the  science 
of  education  at  home.f  For  instance,  the  Chinese 
have  been  led  to  change  their  point  of  view  so  radi- 

* For  methods  of  missionary  education,  see  The  East  and  the  West, 
January,  1910,  pp.  13-21. 

t For  the  contribution  of  educational  missions  to  the  science  of  edu- 
cation, see  address  by  Professor  Sadler,  of  the  University  of  Manches- 
ter, England,  in  the  Edinburgh  Missionary  Conference  Report,  Vol. 
Ill,  especially  pp.  423,  424. 


PLACE,  STANDING  AND  GROWTH  25 

cally  as  to  introduce  modern  Western  learning  in  the 
place  of  their  ancient  classics,  thus  providing  data  for 
the  careful  investigation  of  Western  educators.  On 
the  other  hand,  peoples  like  some  of  the  wild  tribes  of 
Africa  or  of  the  Pacific  Islands  have  been  given  an 
alphabet,  a grammar  and  a literature,  and  from  them 
have  come  scholars  capable  of  holding  their  positions 
in  competition  with  English  and  American  pupils  hav- 
ing back  of  them  centuries  of  educated  ancestors. 
This  experience  presents  other  phases  of  the  educa- 
tional question  worthy  of  most  careful  consideration. 

The  missionary  educator  is  faced  by  vast  oppor- 
tunities and  by  many  perplexing  problems.  If  he 
would  be  truly  efficient,  he  must  be  highly  gifted,  re- 
sourceful, original,  exact  in  his  pedagogical  science, 
alive  to  the  difficulty  and  enormous  possibility  of  his 
undertaking,  and  abreast  of  the  educational  develop- 
ments of  his  day.  In  every  country  the  missionary 
is  dealing  with  an  educational  problem  differing  from 
that  of  all  other  mission  countries,  and  his  task  is  to 
produce,  in  the  midst  of  unusual  and  unexpected  cir^ 
cumstances,  educated  men  and  women  who  shall  be 
recognized  leaders  of  their  people  and  who  shall  wield 
an  influence  of  the  highest  order  upon  every  phase 
of  national  life.  This  is  no  simple  task ; but  what 
could  be  more  stimulating  or  rewarding  to  the  Chris- 
tian who  seeks  to  “serve  his  generation  by  the  will 
of  God?” 


CHAPTER  II 


NATIONAL  RELATIONS 

Commission  III  of  the  World  Missionary  Con- 
ference, held  at  Edinburgh  in  the  summer  of  1910, 
gave  its  entire  attention  to  “Education  in  Relation  to 
the  Christianization  of  National  Life.”  The  readers 
of  this  volume  are  directed  to  study  the  findings  of 
that  Commission,  which  are  in  the  third  volume  of 
the  official  report  of  the  Conference.  The  subject  is 
one  of  immense  importance,  covering  as  it  does  the 
entire  question  of  the  national  and  international  re- 
lations of  educational  missions.* 

A full  statement  in  the  form  of  statistics  as  to  the 
influence  of  missionary  educational  work  upon  the 
national  life  in  the  great  mission  fields  is  of  course 
impossible.  This  influence  has  been  so  subtle,  much 
of  it  often  so  difficult  to  trace,  that  some  of  the  most 
fundamental  results  would  be  liable  to  be  overlooked. 
Much  of  the  influence  of  educational  missions  has 
been  indirect.  Mission  schools,  at  first  a curiosity  and 

* For  relation  of  educational  missions  to  Government,  in  India,  see 
Edinburgh  Conference  Report,  Vol.  Ill,  pp.  27-37;  in  China,  Vol.  Ill, 
pp.  86-91;  in  Japan,  Vol.  Ill,  pp.  140-151;  in  Moslem  lands,  Vol.  Ill, 
p.  226;  in  Dutch  East  Indies,  Vol.  VII,  p.  389;  in  Egypt,  Vol.  VII, 
PP-  54,  551  in  Nigeria,  Vol.  VII,  p.  61;  in  Uganda,  Vol.  VII,  p.  77; 
in  South  Africa,  Vol.  VII,  pp.  81,  83,  etc. 

See  also  section  on  Christian  education  in  “Mission  Problems  and 
Policies  in  Asia.” 

For  missionary  education  and  governments,  see  The  East  and  the 
West,  January,  1910,  pp.  21-26. 

For  national  education  in  South  America,  see  Speer’s  “South  Amer- 
ican Problems,”  Chapter  III. 


26 


NATIONAL  RELATIONS 


27 


an  innovation,  finally  attracted  the  attention  of  local 
officials  and  produced  a demand  for  improved  edu- 
cational facilities  and  a reorganization  of  national 
schools.  Under  these  circumstances,  the  educational 
missionary  has  been  frequently  consulted  and,  as  a 
result,  reformed  methods  have  been  introduced  in 
multitudes  of  instances  into  national  institutions.  In 
many  'cases  native  teachers  trained  in  missionary 
schools  have  been  employed  in  non-Christian  schools. 

It  is  difficult  even  to  classify  the  information  ob- 
tained on  a subject  so  ramifying,  and  bearing  in  such 
a multitude  of  ways  not  only  upon  every  feature 
of  educational  work  but  also  upon  the  social  and  re- 
ligious life.  We  shall  consider  the  subject  briefly, 
however,  under  four  principal  divisions. 

1.  Relation  of  Educational  Missions  to  Government 
Educational  Systems. 

(1)  Relations  in  India,  Burma  and  Ceylon.  Here 
the  mission  schools  and  colleges  are  a part  of  the 
national  system  and  the  situation  differs  materially 
from  that  in  all  other  mission  countries.*  The  gov- 
ernment is  in  the  hands  of  the  English. f The  chief 
officials  are  English,  sent  out  from  England,  many  of 

* For  mass  education  in  India,  see  The  East  and  the  West,  July, 
1913,  PP-  308  ff. 

For  influence  of  Western  education  in  India,  see  Jones’  “India’s 
Unrest,”  pp.  6-9. 

For  literacy  in  India  and  the  government  school  system,  see  Jones’ 
“India  Problem:  Krishna  or  Christ,”  pp.  27-31. 

t In  England  a large  body  of  schools  had  received  support  from 
various  societies  and  religious  bodies  during  the  first  half  of  the  19th 
century.  Instead  of  competing  with  these,  the  government  created  a 
system  of  grants-in-aid,  which  involved  conformity  to  certain  govern- 
ment requirements.  Only  later  did  the  government  intro  luce  a sys- 
tem of  local  schools  more  closely  under  its  own  control,  to  supple- 
ment deficiencies.  This  British  system  has  naturally  been  translated 
to  every  country  under  British  control,  so  that  of  all  nations  Great 
Britain  is  generally  most  favorable  to  local  effort,  maintaining  only 
the  right  to  see  that  it  conforms  to  certain  standards. 


28 


EDUCATIONAL  MISSIONS 


whom  have  made  themselves  familiar  with  the  local 
vernaculars.  A native  seeking  official  position  under 
the  Government  must  show  a commendable  proficiency 
in  the  English  language,  and  often  his  promotion  de- 
pends largely  upon  his  mastery  of  English.  This 
being  the  case,  the  government  system  of  education 
includes  English  in  all  departments  above  the  eighth 
grade,  the  primary  and  also  intermediate  students 
being  given  full  instruction  in  their  vernaculars.  In 
all  the  higher  education  the  classroom  work  is  in  Eng- 
lish, as  are  the  text-books,  so  that,  when  the  Indian 
student  passes  on  into  the  University  course,  he 
has  already  received  a substantial  training  in  Eng- 
lish. Even  his  matriculation  examinations  for  en- 
trance to  the  University  are  conducted  in  the  English 
language.  Indeed,  in  a land  of  two  hundred  and  fifty 
languages,  including  important  dialects,  it  would  be 
impossible  to  educate  through  a vernacular  except  in 
local  schools.  The  graduates  of  the  Indian  universi- 
ties as  a whole  are  probably  better  equipped  in  the 
use  of  the  English  language  than  the  educated  stu- 
dents of  any  other  country  in  which  missions  con- 
spicuously figure. 

In  the  educational  system  of  these  countries  the 
vernaculars  receive  various  degrees  of  recognition. 
Calcutta  University  makes  a vernacular  composition 
compulsory  for  its  B.A.  degree,  and  Madras  Uni- 
versity makes  vernacular  history  and  literature  one  of 
the  B.A.  alternatives.  Both  Universities  constitute 
one  of  the  vernacular  languages  a compulsory  sub- 
ject in  the  intermediate  examination.  The  Univer- 
sities of  Bombay  and  Calcutta  make  a knowledge  of 
the  vernacular  compulsory  for  matriculation;  in  the 
other  three  Universities  it  is  one  of  the  optional 
courses.  In  Ceylon  less  attention  is  given  to  the  ver- 
nacular study  than  in  India,  but  the  educational  sys- 


s'Ji 


Professors  and  Students,  Forman  Christian  College,  Lahore,  I 


NATIONAL  RELATIONS 


29 


tem  of  Ceylon  is  now  undergoing  a complete  over- 
hauling. 

The  five  Universities  in  India  have  their  head- 
quarters in  Calcutta,  Madras,  Bombay,  Allahabad  and 
Lahore.  These  are  examining  and  degree-giving 
bodies  in  every  instance,  and  not  teaching  institutions. 
In  connection  with  each  there  are  various  affiliated 
colleges  whose  courses  and  conduct  are  regulated  by 
the  terms  laid  down  by  the  University.  There  are  in 
India  some  175  colleges  of  first  and  second  grades 
affiliated  with  the  five  Universities,  of  which  only  ten 
are  women’s  colleges,  although  a few  women  take 
courses  in  colleges  for  men.*  The  first  grade  col- 
lege takes  its  students  through  to  the  B.A.  degree, 
while  the  second  grade  college  completes  only  two 
years  of  the  full  four  years’  course,  graduates  taking 
First  in  Arts.  A strong  movement  is  now  on  foot  in 
India  to  eliminate  the  second  grade  college,  compelling 
it  to  advance  to  the  full  course  or  drop  back  to  a 
preparatory  school.  The  Universities  are  being 
strengthened  materially  in  their  requirements  as  to 
buildings,  apparatus,  libraries  and  teaching  force. 

In  speaking  of  a “college”  in  India  or  Burma  ref- 
erence is  always  to  an  institution  affiliated  to  one 
of  the  five  Universities  here  named.  No  school  has 
a right  to  call  itself  a college  unless  it  has  been  ac- 
cepted by  the  University  that  establishes  its  standards, 
prescribes  the  courses  of  study,  passes  upon  its  equip- 
ment, and  confers  degrees  upon  its  graduates.  This 
assures  the  mission  college  in  these  countries  a uni- 
formly high  standard,  such  as  colleges  possess  in  no 
other  country,  and  constitutes  the  mission  college  an 

* For  general  national  education  in  India,  see  “The  Year  Book  of 
Missions  in  India,  1912,”  pp.  38-48. 

For  the  educational  system  and  western  learning  in  India,  see 
Chirol’s  “Indian  Unrest,”  Chapters  XVII,  XVIII,  XIX  and  XX. 


30 


EDUCATIONAL  MISSIONS 


integral  part  of  the  national  educational  system.  This 
fact,  in  connection  with  the  support  given  by  the  Gov- 
ernment to  mission  schools  of  lower  grade,  links  mis- 
sionary education  and  the  national  system  together 
into  a unit,  so  that  in  the  government  census  pupils 
in  recognized  mission  schools  are  enumerated  with 
those  in  purely  secular  schools. 

Ceylon  was  formerly  connected  with  the  Indian 
University  system  but  is  now  separate  and  is  contem- 
plating a new  and  independent  arrangement,  possibly 
the  creation  of  a separate  University  of  Ceylon,  with 
which  all  colleges  of  the  island  can  be  affiliated. 

In  these  three  countries  missionary  education  has 
reached  that  stage  of  development  where  it  has  come 
into  direct  relations  with  the  government  educational 
system.*  Annual  appropriations  are  made  from  the 
government  treasury  for  the  support  of  education 
in  all  of  the  departments  below  the  University  grade, 
and  for  colleges  affiliated  with  the  University,  and 
grants  are  also  made  for  the  erection  of  buildings 
and  the  securing  of  apparatus,  according  to  the 
merits  of  each  individual  case.  The  amount  of  money 
given  for  the  support  of  the  school  depends  upon  the 
standard  of  the  school  and  the  attendance  of  pupils. 
The  Government  puts  no  restrictions  upon  religious 
teaching,  provided  that  teaching  does  not  interfere 
with  the  school  standards.  The  pressure  therefore 
upon  the  teacher  is  to  keep  the  school  up  to  the  gov- 
ernment standard  in  order  that  the  larger  government 
appropriation  may  be  received.  The  missionaries, 
under  these  conditions,  have  not  hesitated  to  take  the 
government  grant,  since  it  did  not  remove  the  school 

* For  relation  of  missionary  education  work  to  the  government  in 
India,  see  Jones’  “India’s  Problem,  Krishna  or  Christ,”  pp.  277-282. 

For  development  of  missionary  education  in  India,  and  its  influ- 
ence over  the  national  system,  see  Dennis’  “Christian  Missions  and 
Social  Progress,”  Vol.  Ill,  pp.  8-38. 


NATIONAL  RELATIONS 


3i 


from  missionary  control.  Industrial  schools  have  re- 
ceived special  attention,  with  contributions  far  in  ex- 
cess of  those  given  to  other  schools  with  a similar 
number  of  pupils.  The  Government  especially  favors 
all  instruction  that  teaches  the  natives  to  become  self- 
supporting  and  to  give  them  confidence  in  themselves. 
The  tendency  of  this  method  of  subsidizing  local 
schools  is,  unfortunately,  to  reduce  to  a minimum  the 
religious  instruction  given  to  pupils. 

(2)  Relations  in  Japan.  Japan  has  been  slow  to 
recognize  what  it  calls  “private”  institutions,  which 
include  all  missionary  schools.  Graduates  of  private 
schools  have  not  been  given  credit  for  work  done  when 
they  wished  to  enter  national  schools  or  one  of  the 
Imperial  Universities.  This  has  proved  to  be  a great 
handicap  to  missionary  educational  work,  since  stu- 
dents naturally  wish  to  secure  a diploma  which  will 
be  of  use  to  them  as  they  continue  their  studies  or 
as  they  enter  government  service.* 

Christian  schools  in  Japan  under  existing  laws 
may  hold  three  relations  to  the  government.  First, 
they  may  merely  have  government  sanction  to  carry 
on  a certain  kind  of  educational  work.  This  involves 
no  regulation  or  inspection  of  the  school  and  no  re- 
striction on  religious  teaching.  Most  of  the  kinder- 
gartens and  a large  majority  of  the  girls’  schools,  as 
well  as  night  schools  and  industrial  schools,  have  this 
recognition.  The  second  form  is  that  in  which  the 
school  is  recognized  as  giving  education  of  a govern- 
ment grade.  This  implies  certain  privileges  but  does 
not  interfere  with  full  religious  freedom.  The  major- 
ity of  the  Christian  schools  for  young  men  and  some 
girls’  schools  have  this  recognition.  The  boys’  middle 
schools  are  not  allowed  to  take  the  name  “middle 

* See  Dennis’  “Christian  Missions  and  Social  Progress,”  Vol.  Ill, 
pp.  46-55. 


32 


EDUCATIONAL  MISSIONS 


school”  under  these  conditions,  although  they  enjoy 
all  the  other  privileges  of  the  Government  Middle 
Schools.  The  chief  privileges  are  the  postponement 
of  military  conscription,  admission  to  the  higher  Gov- 
ernment schools,  transfer  to  and  from  the  Government 
Middle  Schools,  and  the  one  year  voluntary  military 
service  after  graduation.  The  third  form  of  recogni- 
tion makes  the  school  a part  of  the  government  sys- 
tem, subject  to  all  requirements  and  enjoying  all  the 
privileges  of  the  regular  government  school.  In  the 
eyes  of  the  public  this  confers  a great  prestige.  On 
the  other  hand,  religious  instruction  and  religious 
services  are  prohibited  during  school  hours.  One  of 
the  saving  features  is  that  this  prohibition  against  re- 
ligious teaching  is  not  carried  out  with  absolute  strict- 
ness but  depends  greatly  upon  the  attitude  of  local 
officials.  In  some  higher  schools  voluntary  Bible  in- 
struction is  allowed  during  the  first  hour  of  the  morn- 
ing ; in  others,  during  the  noon  recess ; in  others,  after 
school  hours.  It  is  claimed  that  a better  class  of  stu- 
dents come  to  schools  that  have  this  third  form  of 
recognition  and  that  religious  instruction  is  received 
more  gladly  and  heartily  when  attendance  is  volun- 
tary.* 

During  the  last  few  years  the  Christian  educational 
movement  in  Japan  has  shown  much  vigor.  Nine  of 
the  leading  schools  for  young  men  have  put  up  large 
new  buildings,  as  have  several  of  the  schools  for  girls. 
Two  others  have  begun  the  establishment  of  entirely 
new  and  elaborate  plans.  The  conviction  is  wide- 
spread in  Japan  not  only  that  Christian  education  has 
been  fundamental  in  the  Christian  movement,  but  also 

* For  higher  Christian  education  in  Japan,  see  “The  Christian 
Movement  in  Japan”  for  1910,  pp.  170-175. 

For  moral  education  in  Japan,  see  issue  for  1909,  Chapter  III. 

For  the  general  educational  situation,  see  issues  for  1909,  Chapter 
XV,  and  1911,  pp.  60-66. 


NATIONAL  RELATIONS 


33 


that  for  the  future  of  Christianity  a body  of  well  dis- 
tributed and  efficient  Christian  educational  institutions 
is  an  absolute  necessity.  This  conviction  is  shared  by 
the  Japanese  Christian  leaders  and  the  missionaries 
alike.  The  recent  Continuation  Committee  Confer- 
ence in  Japan,  during  the  visit  of  Dr.  Mott,  asserted 
the  need  for  a Christian  University  in  that  country.* 

A new  movement  in  the  national  schools  toward  a 
desire  for  a better  understanding  of  Christianity  has 
revealed  itself  during  the  early  months  of  1913.  The 
students  in  the  Government  Middle  Schools,  under  the 
direction  of  some  of  their  more  broad-minded  teach- 
ers, have  been  seeking  instruction  in  Christianity,  and 
have  read  Christian  papers  and  books  with  avidity 
whenever  they  were  brought  within  their  reach.  There 
is  undoubtedly  a reaction  against  the  extreme  ration- 
alism which  has  characterized  the  educational  work 
in  japan  during  the  last  few  years  and  toward  a more 
conservative  attitude.  Instead  of  rejecting  religion  as 
a superstition,  many  of  the  students  in  the  middle  and 
high  schools  have  come  to  regard  religion  as  a subject 
worthy  of  study  and  investigation.  This  opens  a new 
and  promising  field.  The  Doshisha  at  Kyoto  has  re- 
cently received  recognition  by  the  Japanese  Govern- 
ment as  a University,  and  that  too  without  being  com- 
pelled to  give  up  the  Christian  principles  lying  at  the 
foundation  of  its  constitution. 

(3)  Relations  in  Turkey.  The  original  schools  in 
Turkey  were  almost  wholly  church  schools  and  under 
the  complete  control  of  a religious  body  or  organi- 
zation. The  principal  things  taught  concerned  the 
ecclesiastical  life  and  traditions  of  the  people.  The 
common  Mohammedan  schools  of  the  empire  were 
conducted  usually  in  connection  with  the  mosques  and 

* See  section  on  Christian  education  in  “Mission  Problems  and  Poli- 
cies” in  Asia. 


34 


EDUCATIONAL  MISSIONS 


conducted  usually  in  connection  with  the  mosques  and 
the  work  consisted  in  teaching  reading  of  the  Koran  in 
the  Arabic,  with  a few  additional  minor  topics.  None 
of  these  schools  made  any  pretense  of  being  modern  in 
curriculum  or  in  methods.  The  pupils  studied  aloud 
in  the  same  room  and  the  recitation  methods  were 
parrot-like,  depending  almost  wholly  upon  memory. 
Little  was  done  to  develop  the  reasoning  faculties. 
Students  were  not  taught  to  think ; they  were  simply 
expected  to  remember.* 

As  in  Turkey  there  was  no  government  educational 
system,  the  missionary  institutions  were  left  quite 
free  to  lay  out  and  follow  their  own  course.f  As 
there  were  no  government  diplomas  which  had  any 
particular  significance,  the  diplomas  given  by  the  mis- 
sionary schools  or  colleges  had  their  full  value.  Tur- 
key being  a Mohammedan  country,  all  of  the  Moslem 
forces  of  the  empire  were  directed,  at  the  beginning 
at  least,  against  the  introduction  of  modern  learning, 
on  the  ground  that  it  was  contrary  to  the  Koran  and 
detrimental  to  the  best  interests  of  the  existing  govern- 
ment. Public  sentiment,  however,  having  reached 
such  a stage  of  advance,  largely  through  the  multi- 
tude of  students,  numbering  tens  of  thousands,  who 
had  taken  more  or  less  extended  courses  in  missionary 
schools,  demanded  that  the  government  schools  should 
be  reformed  and  so  afford  a measure  at  least  of  genu- 
ine education.  This  led  in  later  years  to  the  intro- 
duction into  Turkey  of  a modern  school  system,  which 
was  adopted  by  the  Young  Turk  Party  at  the  time  the 
Constitution  came  into  power  in  1908,  and  which  still 
remains  in  force,  in  spite  of  the  later  upheavals  in 
the  empire.  The  Government  Schools  in  Constantino- 

* See  Barton’s  “Daybreak  in  Turkey,”  p.  181. 

t See  Dwight’s  “Constantinople,”  Chapter  VI. 


NATIONAL  RELATIONS 


35 


pie,  organized  under  the  new  regime,  are  in  many 
respects  quite  modern  in  their  method  of  teaching 
and  in  the  subjects  taught.  The  Government  Medical 
School  at  the  capital  is  upon  a thoroughly  modern 
basis.* 

The  educational  work  in  Turkey  is  complicated  by 
the  great  variety  of  races  that  make  up  the  population 
of  the  country.  Each  race  has  its  own  religion  and 
language,  and  therefore  must  have  something  of  an 
educational  system  of  its  own.  The  primary  and  in- 
termediate schools  must  be  organized  and  carried  on 
within  the  limits  of  each  race,  the  vernacular  of  the 
pupils  being  used.  When  the  students  pass  on  through 
the  high  school  with  a view  to  entering  college,  it  is 
necessary  that  they  have  a thorough  training  in  Eng- 
lish, since,  in  the  great  port  cities  at  least,  it  is  impos- 
sible to  carry  on  a college  in  any  other  language.  In 
Robert  College,  for  instance,  there  are  some  nineteen 
nationalities  represented  in  the  student  body,  each 
nationality  speaking  and  using  its  own  vernacular. 
There  is  no  one  vernacular  of  the  nineteen  nationalities 
that  would  be  acceptable  to  the  other  students ; they 
would  resent  any  pressure  brought  to  bear  upon  them 
to  learn  or  use  any  one  of  these.  They  all  are  agreed, 
however,  in  their  common  desire  to  learn  English. 
Hence,  in  the  great  port  colleges  of  Turkey,  English 
is  the  language  used,  and  all  preparatory  schools  fit- 
ting students  for  those  colleges  are  compelled  to  give 
them  a thorough  preparation  in  English. 

Under  the  laws  of  Turkey  no  educational  work  can 
be  carried  on  without  the  approval  of  the  central  as 
well  as  the  local  government;  therefore  all  schools, 
of  all  grades,  among  all  the  races  and  languages  of 
Turkey,  must  have  some  form  of  government  recogni- 


See  Curtis’  “Around  the  Black  Sea,”  pp.  191*193,  197-198,  200. 


36 


EDUCATIONAL  MISSIONS 


tion.  This  recognition  consists  almost  wholly  in  a 
permission  to  the  local  controlling  body  to  conduct  the 
school.  It  carries  with  it  no  financial  aid  of  any  kind, 
neither  does  it  put  upon  the  school  any  government 
restriction,  nor  fix  its  curriculum,  nor  require  any  of- 
ficial report.  When  the  school  becomes  a college  under 
foreign  control  it  must  have  permission  from  the  cen- 
tral government  at  Constantinople  in  the  form  of  a 
firman,  or,  what  is  better,  an  imperial  irade.  This 
permission  not  only  recognizes  the  institution  as  a 
foreign  institution,  under  foreign  direction  and  con- 
trol, but  it  also  stipulates  with  reference  to  the  teach- 
ers to  be  employed,  and  carries  with  it  exemption  from 
taxation  of  the  property  actually  used  in  the  conduct 
of  the  school.  Such  recognition  becomes  to  all  in- 
tents and  purposes  a charter  from  the  Imperial  Gov- 
ernment and  the  diplomas  of  these  recognized  schools 
have  full  recognition  in  all  parts  of  the  empire.  All 
of  the  American  schools  in  Turkey,  as  well  as  in 
Persia  and  in  Egypt,  have  obtained  government  recog- 
nition of  some  form  and  are  conducted  in  harmony 
with  that  recognition. 

(4)  Relations  in  China.* 

China  until  recently  has  had  no  national  educational 
system.  All  education  was  private.  The  only  rela- 
tion which  it  sustained  to  the  Government  as  a whole 
was  revealed  in  the  examinations  which  the  govern- 
ment conducted  for  the  giving  of  degrees  to  the  suc- 
cessful candidates.  Official  preferment  depended 
upon  a candidate’s  successfully  passing  these  exami- 
nations; therefore,  in  a measure,  it  can  be  said  that 
the  Government  fixed  the  standard  for  the  private 
schools,  although  at  the  same  time  it  must  be  said  that 

* See  Williams’  “Middle  Kingdom,”  Vol.  I,  Chapter  IX. 


St.  John’s  University,  Shanghai,  China 
Part  of  Quadrangle 
The  Faculty 


NATIONAL  RELATIONS 


37 


there  was  no  well  defined  system  of  education.  No 
country  in  the  world,  however,  has  put  the  same  em- 
phasis upon  education  that  China  has  for  generations, 
with  its  nine  educational  degrees  constituting  a com- 
plete civil  service  scheme  by  which  all  civil  officials 
received  their  appointment.* 

In  recent  years  there  has  been  more  of  an  attempt 
on  the  part  of  some  of  the  more  progressive  vice- 
roys to  organize  a school  system  for  their  respective 
provinces.  The  present  President  of  the  Republic, 
when  Viceroy  of  the  province  of  Chihli,  inaugurated  a 
most  successful  and  comprehensive  school  system  for 
his  province.  This  was  also  done  by  the  Viceroys  of 
other  provinces ; but  there  was  no  national  scheme  of 
education  which  reached  down  to  the  primary  and 
intermediate  school  and  aimed  at  a general  education 
of  all  of  the  youth  of  China. 

Missionary  schools  were  begun  early  in  the  mission- 
ary propaganda,  having  no  relation  to  the  government, 
although  not  infrequently  the  children  of  Chinese  of- 
ficials were  in  attendance.  The  Chinese  generally  as- 
sumed an  attitude  of  hostility  to  Western  learning. 
This  attitude  was  so  universal  and  persistent  that,  with 
a few  exceptions,  the  modern  educational  institutions 
seemed  to  make  little  progress  up  to  the  Boxer  up- 
rising in  1900.  On  the  restoration  of  the  government 
after  1900,  modern  education  along  Western  lines  re- 
ceived a new  and  general  impulse.  Mission  schools, 


* For  government  schools  of  China,  see  “The  China  Mission  Year 
Book”  for  1910,  Chapter  III;  also  issue  for  1911,  Chapter  V. 

For  the  kind  of  reading  done  by  Chinese  students,  see  issue  for 
19 1 1,  Chapter  VI. 

For  problems  of  educational  work  in  China,  see  issue  for  1911, 
Chapter  VII. 

For  the  development  of  Christian  educational  work  in  Shantung, 
China  (a  fairly  typical  situation),  see  Mateer’s  “Character  Building 
in  China,”  pp.  40-96. 


38 


EDUCATIONAL  MISSIONS 


which  were  most  unpopular  before,  became  popular 
and  colleges  like  St.  John’s  College  at  Shanghai  and 
the  University  of  Peking,  and  other  institutions,  be- 
came filled  with  students  who  were  eager  to  secure 
Western  learning.  At  the  same  time  there  was  no 
official  relation  between  these  schools  and  the  govern- 
ment. The  only  exception  was  the  Union  Medical 
College  established  in  Peking,  which  soon  received 
the  official  sanction  of  the  Empress  Dowager  and  the 
Chinese  Government.  A contribution  was  made  to 
the  College,  and  it  is  now  registered  in  the  list  of 
recognized  Chinese  colleges  and  therefore  enjoys  a 
unique  privilege.  Mission  colleges  almost  univer- 
sally are  now  looked  upon  with  favor,  and  the  Gov- 
ernment itself  in  organizing  its  educational  system  is 
following  the  lead  of  these  mission  institutions.  There 
is  every  reason  to  believe  that  in  future  the  relations 
between  the  Christian  colleges  of  all  classes  and  grades 
and  the  government  educational  system  will  become 
closer  and  closer,  and  it  is  not  impossible  that  an  in- 
timate affiliation  if  not  amalgamation  will  take  place ; 
although  it  is  not  expected  that  the  missionaries  would 
accept  such  an  arrangement  if  it  would  mean  the 
exclusion  of  religious  instruction. 

With  the  famous  edict  issued  by  the  Empress  Dowa- 
ger in  1905,  the  Western  learning  which  the  mission- 
ary educator  had  pioneered  was  made  standard 
throughout  China.  Since  that  time  the  enthusiasm  for 
modern  education  in  its  various  grades  has  known  no 
bounds  throughout  all  the  provinces  of  China.  Mis- 
sionary institutions  are  now  in  high  favor  and  the  de- 
mands on  the  Mission  Boards  of  the  West  for  highly 
qualified  Christian  teachers  and  professors,  for  ade- 
quate buildings  and  ample  equipment,  have  been  far 
beyond  what  their  resources  in  men  and  money  could 
supply. 


NATIONAL  RELATIONS 


39 


2.  The  National  Significance  of  the  Language  Used 
in  Education * 

The  question  is  sometimes  raised  as  to  why  the 
missionaries  teach  the  natives  of  any  country  a for- 
eign language.  This  question  is  much  emphasized  in 
a country  like  China,  where  the  Mandarin  language 
is  used  in  some  form,  it  is  said,  by  at  least  three  hun- 
dred millions  of  people.  Why  then  should  the  mis- 
sionaries introduce  any  foreign  language  into  the 
schools  of  China?  This  question  is  of  special  sig- 
nificance since  the  vernacular  of  the  people  is  the  lan- 
guage of  the  home  and  will  necessarily  be  so,  for  gen- 
erations at  least.  Nobody  anticipates  that  the 
Chinese  will  use  any  other  language  than  their  own  in 
their  homes  and  in  the  conduct  of  the  general  business 
of  the  country.  The  same  is  true  in  large  part  of 
the  people  of  India,  Turkey  and  Japan. 

Several  reasons  may  be  given  why  it  has  seemed  to 
the  missionaries  necessary  to  introduce  into  the  curric- 
ula of  the  schools  of  higher  grade  one  or  more  of 
the  languages  of  the  West. 

(i)  A Western  language  opens  the  civilized  world 
and  the  Western  learning  to  the  Eastern  student.  It 
is  impossible  for  a native  of  any  of  the  Eastern  coun- 
tries to  obtain  a fair  conception  of  the  civilization  of 
the  West  or  to  acquire  an  adequate  modern  education 
through  his  own  vernacular.  This  is  due  to  the  fact 
that  in  his  own  language — and  this  was  more  true  a 
generation  ago  than  it  is  to-day — there  are  only  limited 
facilities  for  the  study  of  history  or  geography  or  any 
of  those  subjects  which  are  regarded  as  essential  to  a 
liberally  educated  man  and  woman.  Even  in  the  inter- 
mediate and  lower  grades  there  are  few  wholly  ade- 
quate text-books  in  the  vernacular. 

* For  a discussion  of  the  use  of  English  as  one  of  the  unsettled 
mission  problems,  see  Chapter  VI. 


40 


EDUCATIONAL  MISSIONS 


(2)  It  affords  a wide  general  literature.  There  is 
need  on  the  part  of  educated  men  and  women  of 
the  East  of  access  to  a much  wider  range  of  general 
literature  than  the  vernacular  affords.  Not  only  must 
the  educated  leader  be  able  to  read  books  in  languages 
other  than  his  own,  but  he  must  be  able  to  keep  up 
with  much  of  the  periodical  literature  dealing  with  the 
great  national  and  educational  questions  of  the  day, 
questions  which  belong  to  no  particular  country  but 
which  have  relation  to  all  the  great  world  movements, 
in  diplomacy,  in  science,  in  general  learning  and  in  re- 
ligion. In  order  to  give  this  access,  there  must  be 
opened  to  him,  through  the  medium  of  some  West- 
ern language  or  languages,  the  great  wealth  of 
Western  literature. 

(3)  It  prepares  for  diplomatic  and  international 
service.  A considerable  proportion  of  tbe  national 
leaders  and  diplomats  receive  at  least  their  prelimi- 
nary education  in  missionary  schools.  It  is  essential 
that  they  shall  have  acquaintance  with  at  least  one  of 
the  great  Western  languages.  We  cannot  conceive  of 
China,  under  present  conditions,  taking  her  place  as 
a great  nation  in  the  world,  without  being  under  the 
leadership  of  Chinese  who  have  already  made  them- 
selves familiar  with  the  highest  national  ideals  of  the 
West  and  who  are  able,  through  their  knowledge  of 
English  and  French  and  German,  to  deal  directly  with 
the  diplomats  of  Europe  and  America. 

There  is  not  entire  unanimity  among  all  mission- 
aries of  all  countries  as  to  which  language  should  re- 
ceive supreme  emphasis.*  It  has  been  the  custom  for 
the  missionary  to  put  emphasis  upon  his  own  native 
tongue  as  the  language  in  which  the  students  under 
his  care  should  receive  special  instruction.  For  in- 

* For  Duff’s  use  of  English  in  education,  see  Smith’s  “History  of 
Protestant  Missions  in  India,”  pp.  90-96. 


NATIONAL  RELATIONS 


4i 


stance,  the  English  missionaries  introduced  into  their 
schools  the  English  language  as  the  foreign  tongue 
with  which  the  students  should  be  made  familiar ; al- 
though it  should  be  said  here  that  in  a large  number 
of  these  schools  French  also  is  taught,  and,  in  some, 
German.  In  like  manner,  the  German  missionaries  in- 
troduced the  German  language,  and  the  French  mis- 
sionaries the  French  language.  Probably  the  English- 
speaking  missionaries  have  been  most  liberal  in  intro- 
ducing other  Western  languages  than  their  own. 

It  should  be  borne  in  mind  that,  while  one  of  the 
leading  Western  languages  is  given  a place  of  im- 
portance in  the  higher  education,  the  vernaculars  are 
not  overlooked.  It  is  the  vernacular  which  the  gradu- 
ates of  these  schools  will  and  must  universally  use  in 
their  future  work  for  their  own  people.  A great  ma- 
jority of  students  will  remain  at  home  after  gradua- 
tion, either  in  some  profession,  as  officials  of  the  gov- 
ernment, or  in  some  other  important  capacity.  It  would 
be  impossible  for  a man  in  China,  for  instance,  how- 
ever many  diplomas  he  might  have  from  missionary 
institutions,  to  appear  educated  in  the  eyes  of  the  peo- 
ple unless  he  knew  his  own  language  so  as  to  use  it 
with  accuracy  and  to  write  and  read  it  with  educated 
precision.  All  this  makes  it  necessary  that,  even  in 
those  institutions  where  the  common  language  is  Eng- 
lish, special  instruction  be  given  in  the  vernacular,  in 
order  that  the  student  be  not  denationalized  by  his 
education. 

This  problem  is  more  acute  to-day  in  China  than 
in  any  other  country,  where  so  much  time  is  required 
for  even  the  Chinese  student  to  master  thoroughly  his 
now  difficult  and  complicated  vernacular  that  insuf- 
ficient time  remains  for  a wide  and  comprehensive 
education  in  Western  learning.  This  constitutes  a 
peril  to  be  guarded  against,  since  the  Chinese  student, 


42 


EDUCATIONAL  MISSIONS 


under  the  spur  of  the  present  intellectual  awakening, 
finds  his  studies  in  English  much  more  interesting  than 
those  in  Chinese.*  Then,  too,  the  teachers  in  the 
English  departments  are  more  efficient  than  those  in 
the  Chinese  departments  because  they  are  more  mod- 
ern. If  the  student  is  a Christian  (and  it  is  a recog- 
nized fact  that  the  Christian  students  have  been  among 
the  first  to  come  forward  in  seeking  Western  and 
higher  learning)  the  chances  are  that  in  his  prelim- 
inary education  his  Chinese  was  neglected. 

The  suggestion  has  been  made  from  high  authority 
that  the  study  of  the  vernacular  should  be  specially 
emphasized  in  all  schools  until  the  student  has  attained 
the  age  at  least  of  twelve  years.  The  same  authority 
recommends  that  even  then  the  study  of  a Western 
language  be  given  a minor  place,  and  that  major  em- 
phasis be  continued  on  the  vernacular  until  the  mid- 
dle school  period  is  completed.  It  is  of  great  im- 
portance that  the  students  trained  in  mission  colleges 
in  China,  as  well  as  in  the  national  institutions,  shall 
not  be  educated  away  from  their  people  and  incapaci- 
tated from  reading  the  literature  and  keeping  in  touch 
with  the  best  thought  and  traditions  of  their  people. 
The  question  is  perhaps  more  acute  in  the  case  of  for- 
eign students  who  receive  the  main  part  of  their  edu- 
cation in  the  West,  under  conditions  which  make  it 
impossible  for  them  to  keep  up  their  vernacular 
studies. 

3.  Influence  of  Missionary  Institutions  in  the  Present 
Reconstruction  of  Nations  of  the  East. 

It  is  not  difficult  to  trace  the  influence  of  educational 
missions  upon  the  great  changes  that  recently  have 
been  coming  upon  Eastern  nations.  A fundamental 
aspect  of  this  influence  has  to  do  with  the  new  ideals 

* For  the  place  of  English  in  Chinese  education,  see  Henry’s  “The 
Cross  and  the  Dragon,”  Chapter  XXIII. 


NATIONAL  RELATIONS 


43 


and  standards  of  education.  In  the  modern  educa- 
tional systems  adopted  by  Japan  and  China,  and  ac- 
cepted by  the  Government  of  India,  the  endeavor  is 
made  according  to  the  Western  idea  to  produce  stu- 
dents who  have  learned  to  reason,  who  have  had 
training  in  the  modern  sciences  and  are  capable  of 
carrying  into  positions  of  influence  and  power  a 
trained  mind  and  a sane  judgment.  The  importance 
of  this  kind  of  training  has  now  become  so  univer- 
sally accepted  that  the  revolutionary  educational  ideas 
first  introduced  by  the  missionaries  have  been  en- 
dorsed and  put  into  general  application  in  the  national 
schools.  All  of  these  revolutionary  changes  have  not 
come  about  simply  through  the  mission  schools,  but 
it  is  true  that  in  nearly  every  instance  the  mis- 
sionaries introduced  into  those  countries  the  princi- 
ples of  modern  education  and  caused,  directly  or  in- 
directly, the  local  agencies  to  adopt  the  new  ideas. 

Associated  with  this  are  the  training  and  experience 
received  by  the  large  numbers  of  students  who  have 
come  West  to  study.  At  the  present  time  there  are 
over  1,200  Chinese  students  in  North  American  insti- 
tutions, of  whom  fifty-nine  are  women,  no  less  than 
800  Japanese  students,  1,500  from  Latin  America,  to- 
gether with  large  numbers  from  Turkey,  Korea  and 
other  mission  lands.  The  colleges  and  universities  of 
Great  Britain  and  the  Continent  also  have  been  receiv- 
ing a host  of  students  from  the  Orient,  at  least  1,000 
from  China  being  enrolled  as  students  in  Britain. 

Many  of  these  students  come  from  the  mission 
schools  and  colleges,  and  the  movement  may  be  said 
to  have  been  chiefly  influenced  by  such  institutions. 
The  first  Chinese  students  to  come  to  the  United  States 
for  study  came  from  mission  schools.  To-day,  in  spite 
of  the  great  number  who  have  been  sent  over  by  the 
Chinese  Government,  it  is  reported  on  good  authority 


44 


EDUCATIONAL  MISSIONS 


that  at  least  eighty  per  cent,  of  these  students  received 
their  preliminary  training  in  the  mission  schools  of 
China.* 

The  first  great  men  to  come  to  America  from  Tur- 
key came  from  mission  schools,  and  from  the  begin- 
ning until  now  the  tide  of  Turkish  students  has  been 
strong  toward  America.  A comparatively  small  num- 
ber of  these  students  have  returned,  owing  to  the  un- 
settled political  conditions  in  Turkey,  but  some  have 
gone  back  and  are  exerting  there  a strong  influence 
for  the  intellectual,  moral  and  industrial  uplift  of  their 
people,  and  it  is  expected  that,  as  order  is  restored, 
more  will  follow  their  example.  When  we  consider 
the  limited  educational  facilities  in  these  mission  coun- 
tries and  the  prominence  there  accorded  university 
men,  the  significance  of  a continual  stream  of  educated 
men  and  women  returning  to  positions  of  leadership 
in  their  native  lands  becomes  readily  apparent.  Their 
influence  is  out  of  all  proportion  to  their  numbers 
upon  every  phase  of  life  and  thought.  When  we  add 
to  this  the  fact  that  the  most  of  these  students  re- 
ceived their  first  impulse  toward  Western  learning 
and  their  first  knowledge  of  a Western  language  in  a 
mission  school  under  Christian  auspices,  and  that  a 
large  number  of  them  are  earnest  Christians,  we  can 
readily  comprehend  the  influence  for  Christianity  and 
reform  exerted  through  these  leaders  upon  their  re- 
spective countries. 

Conspicuous  in  the  reconstruction  of  Eastern  na- 
tions has  been  the  change  in  political  ideals  and  forms 
of  government.  The  spirit  of  democracy  and  of  free 
institutions  has  grown  with  amazing  rapidity  and  with 
many  of  the  leaders  of  these  nations  amounts  almost 
to  a passion.  In  endeavoring  to  account  for  the  growth 

* For  China  and  education,  see  article  by  Dr.  Goucher  in  The  Inter- 
national Review  of  Missions,  January,  1912,  pp.  125-139. 


Robert  College,  Constantinople,  Turkey 


NATIONAL  RELATIONS 


45 


of  this  spirit  close  students  of  Eastern  affairs  men- 
tion prominently  the  influence  of  educational  insti- 
tutions. Here  young  men  learned  the  lesson  of  the 
worth  of  the  individual;  and  this  is  the  soul  of 
democracy.  They  learned  the  meaning  and  value  of 
liberty.  They  studied  the  history  of  Western  nations 
and  grasped  the  significance  of  popular  government 
and  free  institutions.  They  received  these  visions  and 
ideals — which  soon  become  related  in  their  minds  to 
the  possibilities  in  their  own  lands — either  in  mis- 
sion schools  or  in  Government  institutions  whose 
standards  and  curricula  were  pioneered  by  the  mis- 
sionaries. Thus,  without  in  any  way  inciting  to 
revolutionary  action,  and  while  inculcating  high  ideals 
of  patriotism,  the  mission  institutions  have  been  re- 
sponsible for  sowing  seed  which  has  borne  fruit  in 
evolutionary  and  revolutionary  changes  of  a political 
character  in  many  nations  of  the  East. 

From  the  same  source  and  by  similar  processes 
there  have  come  new  social  and  economic  ideals. 
These  also  have  their  root  in  the  worth  of  the  in- 
dividual, the  authority  of  a quickened  conscience,  and 
the  social  solidarity  and  responsibility  of  the  nation, — 
doctrines  which  are  strongly  emphasized  in  the  class- 
rooms of  the  East  in  which  Western  education  is 
given. 

Thus  from  the  mission  schools  and  colleges  there 
have  gone  forth  highly  gifted,  well-equipped  and  often 
unselfish  and  deeply  patriotic  statesmen  imbued  with 
lofty  ideals,  educational,  political,  social,  economic  and 
even  moral,  for  their  own  races  and  nations.  The 
East  has  not  been  slow  to  acknowledge  this  obligation, 
and  has  followed  the  leadership  of  men  of  such  temper 
and  training,  even  when  the  issue  was  the  upheaval 
of  age-honored  ideas  and  institutions  and  the  substi- 
tution of  a new  order. 


46  EDUCATIONAL  MISSIONS 

4.  International  Bearings  of  Missionary  Educational 
Work. 

There  remains  to  be  mentioned  the  international 
scope  of  the  influence  which  has  been  exerted  by  edu- 
cational missions.  One  reason  for  this  influence  is  the 
broader  view  and  better  perspective  which  they  have 
given  to  Eastern  peoples. 

A narrow  and  bigoted  conception  of  world  history 
on  the  part  of  any  powerful  people  may  become  a 
menace  to  the  peace  of  the  world.  A nation  shut  up 
to  itself,  having  little  or  no  contact  with  other  nations, 
and  less  knowledge  of  those  nations,  is  liable  to  be- 
come prejudiced  regarding  other  peoples.  A good 
illustration  of  this  statement  is  found  among  the  Mo- 
hammedans, who,  although  not  a nation  or  a race, 
yet  have  in  their  common  religious  belief  many  of  the 
characteristics  of  a nation.  There  is  no  doubt  that  a 
large  part  of  the  hostility  of  the  Mohammedans  to 
the  Christian  nations,  and  so  to  Christianity,  is  due 
to  their  chosen  isolation  and  traditional  ignorance. 
If  the  Mohammedans  of  Persia,  Turkey  and  Africa, 
and  other  parts  of  the  world,  could  be  made  to  un- 
derstand the  history  of  the  Western  nations,  much 
of  their  prejudice  would  be  dissipated  and  the  door 
of  access  to  them  would  be  thrown  more  widely  open. 

Another  more  clearly  defined  example  is  found  in 
China,*  which,  until  recently,  regarded  itself  as  “the 
middle  kingdom”  of  the  world,  around  which  clustered 
all  the  other  minor  nations.  The  introduction  of  mod- 
ern geography,  with  maps,  and  modern  history  into 
China  was  revolutionary  in  its  effect,  completely 
changing  this  point  of  view.  Through  this  study  was 
obtained  a true  conception  of  China’s  place  in  the 
world,  and  with  it  the  power  of  negotiating  treaties 

* For  national  relations  of  education  in  China,  see  The  (China) 
Centenary  Missionary  Conference  Report,  pp.  59-96. 


NATIONAL  RELATIONS 


47 


and  forming  alliances  with  other  lands.  And  so  for 
every  country,  the  knowledge  obtained  through  mod- 
ern schools  has  tended  to  reduce  race  pride  and  preju- 
dice and  to  convince  the  Eastern  nations  of  the  unity 
of  the  human  race  and  the  brotherhood  of  all  mankind. 

Educational  missions  have  also  promoted  an  ac- 
quaintance with  the  ideals  and  institutions  of  other 
lands  which  has  led  to  social,  commercial  and  political 
readjustments  among  Eastern  races.  The  Asiatic 
races  cannot  put  into  practical  operation  the  various 
institutions  of  Christian  civilization  without  being 
brought  into  an  actual  contact  with  those  institutions 
and  their  principles  and  purposes.  Western  educa- 
tion carried  into  the  East  has  brought  also  a knowl- 
edge of  what  the  Christian  West  is  doing  for  social 
and  moral  reform.  It  has  necessarily  created  a com- 
munity of  interest  which  has  developed  into  coopera- 
tive effort  on  the  part  of  the  graduates  of  mission 
institutions  and  the  missionaries  by  helping  to  build 
up  in  those  countries  institutions  called  for  by  the 
modern  Christian  movement.  The  signal  influence  of 
the  teacher,  to  which  reference  has  already  been  made 
in  this  book,  establishes  a relation  between  the  school 
and  the  pupils  which  is  the  same  throughout  all  East- 
ern countries,  and  which  has  a tendency  to  create 
bonds  of  union,  sympathy  and  cooperation  and  which 
reveals  common  ideals  and  purposes,  thus  cementing 
the  East  and  the  West  in  relations  of  fraternal  co- 
operation. 

Moreover,  educational  missions  have  multiplied 
points  of  contact  and  of  sympathetic  interest  between 
the  nations  of  the  world.  Until  within  recent  years 
there  has  been  little  international  relation  among  the 
various  Asiatic  countries.  Japan,  China,  India,  Tur- 
key and  Africa  stood  quite  apart,  having  little  interest 
in  each  other  and  almost  devoid  of  intercommunica- 


48 


EDUCATIONAL  MISSIONS 


tion.  The  communications  which  had  developed,  as, 
for  instance,  between  China  and  Japan,  or  between 
China  and  India,  were  political  and  commercial.  There 
was  nothing  to  sustain  a community  of  interest,  sym- 
pathy and  cooperation  upon  higher  lines.  But  owing 
to  the  modern  educational  movement,  pioneered 
largely  by  Christian  missions,  these  nations  now  are 
influenced  by  common  ideals,  are  studying  common 
subjects,  are  moved  by  a common  purpose  and  ambi- 
tion, and  have  grown  together  in  a way  quite  uncal- 
culated a century,  or  even  half  a century,  ago. 

One  would  hardly  dare  attempt  to  estimate  the  in- 
fluence of  the  mere  acquaintance  of  leaders  of  the 
new  life  and  thought  of  Eastern  nations  with  the  lan- 
guages of  the  great  Western  nations.  If  we  add  to 
this  the  personal  acquaintance  which  has  been  brought 
about,  first  through  the  mission  school,  and  later 
through  the  following  up  of  the  educational  ideas  in 
institutions  of  the  West,  leading  to  a personal  ac- 
quaintance with  many  of  the  Western  leaders,  we  can 
grasp  something  of  the  importance  and  commanding 
influence  of  such  new  affiliations.  The  Chinese,  after 
their  close  and  intimate  relations  with  the  West,  will 
no  longer  refer  to  the  Westerner  as  a foreign  bar- 
barian, or  a foreign  devil,  and  we  of  the  West  who 
have  been  brought  into  close  relations  with  the  bright, 
constructive  intelligence  of  the  East  are  less  apt 
to  underestimate  the  ability  of  other  nations.  As 
we  see  their  capacity  for  development  and  their  con- 
structive statesmanship,  our  former  contempt  and 
indifference  become  admiration.  In  many  things  we 
recognize  the  teaching  capacity  of  the  East,  while  the 
people  of  the  East  find  that  the  younger  West  has 
made  progress  far  beyond  their  own  attainments  and 
expectations. 

What  is  true  of  China  is  true  of  the  other  coun- 


NATIONAL  RELATIONS 


49 


tries  of  the  East.  The  cordial  relations  so  long 
maintained  between  Japan  and  the  United  States,  in 
spite  of  adverse  and  trying  experiences  at  times,  are 
due,  in  large  part,  to  the  fact  that  so  many  of  the 
present  leaders  in  Japan  received  their  education  in 
mission  schools  or  in  American  institutions,  or  at  the 
hands  of  American  teachers.  The  Japanese  themselves 
willingly  admit  this.  We  shall  never  be  able  ade- 
quately to  estimate  the  international  importance  of 
missionary  educational  institutions.  There  is  no  so- 
ciety that  is  so  democratic  as  the  student  society. 
There  is  nothing  that  so  unifies  the  human  race  and 
binds  nations  together  as  a common  system  of  edu- 
cation. 

One  other  international  influence  of  educational 
missions  must  be  noted.  They  have  greatly  facili- 
tated and  promoted  the  development  of  great  student 
Christian  movements  in  the  mission  countries  of  the 
world.  These  various  movements  are  knit  together 
into  the  World’s  Student  Christian  Federation  and 
are  striving  along  similar  lines  to  attain  certain  great 
common  objectives.  Constant  communication  is  main- 
tained among  these  movements.  Each  recognizes  itself 
as  part  of  a world  union.  In  these  common  aims  and 
efforts,  and  in  the  frequent  international  gatherings  * 
which  are  held,  a sympathy  has  been  created  which, 
so  far  as  we  can  see,  could  have  been  produced  in  no 
other  way.  At  the  conference  of  the  Federation  held 
at  Lake  Mohonk,  in  June,  1913,  no  less  than  forty-two 
different  nations  were  represented.  As  a result  of 
these  student  gatherings,  two  of  which  have  been  held 
in  mission  countries, f groups  of  educated  young  men 

* See  Reports  of  the  various  conferences  of  the  World’s  Student 
Christian  Federation,  especially  that  of  1913,  held  at  Lake  Mohonk. 
Also  Mott’s  “The  Students  of  the  World  United.’’ 

t Tokyo,  1907,  and  Constantinople,  1911, 


5o 


EDUCATIONAL  MISSIONS 


have  visited  from  country  to  country.  They  have  be- 
come personally  acquainted  with  similar  groups  of 
students  in  other  countries,  and  thus  an  interchange 
of  fellowship,  sympathy  and  appreciation  has  been 
created.  One  has  but  to  read  the  reports  of  these  in- 
ternational conferences  participated  in  by  students 
from  all  of  the  great  mission  fields  in  which  modern 
education  has  been  introduced  to  get  a fair  impres- 
sion of  the  significance  of  this  movement,  which  is 
now  but  at  its  beginning. 

The  relations  between  these  countries  and  the  Chris- 
tian nations  of  Europe  and  America  also  have  been 
materially  changed  through  this  student  movement. 
The  World  Student  Christian  Federation  has  wrapped 
up  within  its  organization  possibilities  of  sowing  the 
seed  of  mutual  confidence,  of  international  coopera- 
tion, and  of  a federation  that  shall  make  for  the  unity 
and  peace  of  the  world. 


CHAPTER  III 


IMMINENT  DEVELOPMENTS 

Up'  to  a comparatively  recent  period  education  in 
Europe,  as  has  been  stated,  was  a matter  only  for  the 
few.  The  Church  desired  training  for  its  ministers. 
The  Government  demanded  training  for  its  officials. 
Men  of  affairs  and  of  leisure  were  willing  to  spend 
time  to  prepare  for  leadership  or  to  gratify  their  tastes. 
Outside  of  this,  education  was  very  restricted,  both 
in  amount  and  in  extent  of  influence.  With  the  in- 
dustrial revolution  of  the  nineteenth  century  a new 
motive  was  provided  for  gaining  an  education.  The 
growth  of  philanthropic  ideals  and  the  demonstra- 
tion of  method  by  Pestalozzi,  Froebel,  and  others  pre- 
pared the  way  for  education  for  the  masses.  Finally, 
the  growth  of  democracy  and  the  rise  of  national 
spirit  afforded  a motive  for  universal  and  compulsory 
education.  There  are  many  ideals  that  are  now  com- 
monplace in  secular  education  which  would  have  been 
thought  visionary  in  the  early  days  of  the  missionary 
enterprise.  It  is  very  desirable  that  missionary  edu- 
cation shall  not  borrow  merely  from  its  own  past,  but 
shall  take  freely  of  every  good  thought  and  thing 
which  has  been  devised  since  the  days  when  the  first 
missionary  sailed.* 

Indeed,  missionary  education  has  now  reached  a 
stage  of  development  where  it  must  make  rapid  and 
even  radical  advance  in  its  higher  departments,  or 
yield  its  leadership.!  This  is  due  largely  to  the  un- 

* For  important  developments  affecting  missionary  education,  see  sec- 
tion on  Christian  education  in  “Mission  Problems  and  Policies  in  Asia.” 

t Just  as  the  lead  in  education  was  taken  in  many  Western  countries 

SI 


52 


EDUCATIONAL  MISSIONS 


precedented  awakening  in  the  East  during  the  last  few 
years,  and  to  the  new  demands  made  upon  all  depart- 
ments of  educational  work.  There  is  loud  call  not  only 
for  advance,  but  for  better  adaptation  to  the  new  con- 
ditions rapidly  sweeping  over  some  of  the  most  power- 
ful Asiatic  races.  The  curriculum  and  equipment 
regarded  as  ample  twenty  years  ago  will  not  meet 
present  demands,  and  we  may  expect  changes  of  no 
less  radical  a nature  in  the  near  future,  which  will  call 
for  corresponding  modifications  in  our  entire  educa- 
tional system. 

A course  of  Christian  education  to  be  applied  to 
any  Asiatic  country,  or  even  to  Africa,  cannot  be  de- 
vised in  the  West  and  superimposed  upon  those  na- 
tions with  reasonable  expectation  that  it  will  meet 
their  needs.  The  permanent  system  of  education  for 
the  East  must  be  wrought  out  by  experts  after  ex- 
tended observation  and  experience  upon  the  ground, 
and  these  experts  cannot  all  be  Western  born  and  bred. 
There  are  now  thoroughly  educated  and  broad-vis- 
ioned men  and  women  among  the  Asiatic  races  whose 
cooperation  is  indispensable.  The  new  educational 
system  must  be  primarily  Asiatic  and  thoroughly  sci- 
entific. 

In  saying  that  Christian  education  must  undergo 
many  and  radical  changes,  it  is  not  conceded  that 
the  influence  of  Christianity  will  in  any  degree  be 


by  philanthropic  individuals,  so  the  beginnings  of  effective  education 
in  the  non-Christian  world  were  generally  due  to  the  efforts  of  mis- 
sionaries. In  the  early  days  non-Christian  peoples  came  into  contact 
with  comparatively  few  besides  missionaries  who  had  any  regard  for 
their  best  welfare.  In  more  recent  years,  however.  Oriental  nations 
have  come  into  contact  with  the  developed  secular  educational  systems 
of  the  West,  and  the  influence  of  missionary  education  is  becoming 
relatively  less.  Unless  missionary  education  can  maintain  such  stand- 
ards of  efficiency  as  to  win  the  admiration  of  Eastern  governments, 
it  seems  probable  that  its  influence  will  rapidly  wane. 


IMMINENT  DEVELOPMENTS 


53 


weakened  or  the  Christian  character  of  the  mission 
school  or  college  modified.  On  the  contrary,  there 
is  every  reason  to  believe  that  increasing  emphasis 
will  be  put  upon  the  cultivation  of  the  spirit  of  rever- 
ence and  worship.  The  sense  of  Christian  disciple- 
ship,  the  increase  of  Christian  knowledge,  and  the  de- 
velopment of  Christian  character  are  things  for  which 
Christian  schools  uncompromisingly  stand.* 

We  can  but  touch  upon  some  of  the  conditions  that 
compel  changes  in  higher  missionary  education.  Some 
of  these  conditions  have  come  upon  us  with  startling 
rapidity  and  demand  careful  consideration  as  we 
make  and  execute  plans  for  promoting  Christian  edu- 
cation. No  longer  can  we  think  only  in  terms  of  indi- 
vidual institutions  in  relation  to  a limited  and  clearly 
circumbscribed  constituency.  We  are  forced  to  look 
upon  this  work  in  relation  to  great  national  move- 
ments, and  consider  it  but  a part  of  a world  unrest, 
leading  everywhere  to  sweeping  and  fundamental 
changes. 

We  will  mention  here  two  clearly  defined  sets  of 
conditions,  which,  though  separate,  act  and  react  upon 
each  other  and  really  become  but  parts  of  a whole. 
These  are  the  comparatively  recent  and  widespread 
national  changes  in  the  East ; and  the  rapid  develop- 
ment of  modern  missions,  taking  cognizance  of  na- 
tional conditions  and  attempting  to  adapt  mission 
methods  to  those  conditions. 

i.  New  national  conditions  calling  for  educational 
development. 

In  discussing  the  new  national  conditions  among 
the  leading  Asiatic  peoples  our  first  attention  must  be 
given  to  the  intellectual  renaissance.  The  new  intel- 
lectual awakening  of  the  East,  due  to  a variety  of 

* For  educational  and  religious  efficiency  in  mission  schools,  see  sec- 
tion on  Christian  education  in  “Mission  Problems  and  Policies  in  Asia.” 


54 


EDUCATIONAL  MISSIONS 


causes,  has  taken  place  largely  within  the  last  half 
century,  although  the  beginnings  date  well  back  into 
the  first  half  of  the  century.  The  first  ideas  of  mod- 
ern education  that  made  a profound  impression  upon 
any  of  the  Asiatic  peoples  or  the  people  of  Africa 
came  from  the  work  of  missionaries.  As  has  already 
been  shown  in  the  first  chapter  of  this  book,  hardly 
a missionary  established  himself  anywhere  in  Asia — 
and  there  were  thousands  who  thus  did  establish 
themselves  soon  after  the  beginning  of  the  nineteenth 
century — who  did  not  open  schools  in  which  Western 
learning  was  taught.  While  these  schools  were  not 
widely  patronized,  many  who  became  conspicuous 
native  leaders  in  the  following  generation  received 
their  education  largely  at  the  hands  of  the  mission- 
aries and  along  the  lines  of  the  new  learning.* 

Not  only  did  the  missionaries  plant  modern  schools 
and  raise  up  native  teachers  for  the  wide  enlargement 
of  the  school  system,  but  they  introduced  also  the 
printing  press,  which  became  the  general  handmaid  of 
modern  education.  Modern  text-books  were  prepared 
and  published  in  great  numbers  not  only  for  use  in 
schools  directly  under  the  care  of  the  missionaries, 
but  for  a much  wider  use  in  native  schools.  In 
addition  to  the  text-books  thus  issued,  there  was  also 
a wide  range  of  general  literature  more  or  less  educa- 
tional in  its  influence.  It  is  reported  that  a physical 
geography  published  a half  century  ago  in  Turkey  in 
the  Turkish  language  caused  a sensation  among  the 
Mohammedans  by  the  revelation  it  contained.  The 
book  was  widely  sought  for,  far  outside  of  the  school 
circles,  and  had  great  educational  and  mind-awaken- 
ing power  in  its  influence  upon  all  classes  of  readers. 

* See  Griffis’  “Verbeck  of  Japan”  for  an  example  of  the  beginnings 
of  modern  education  in  an  Asiatic  country  and  its  influence  on  the 
following  generation. 


IMMINENT  DEVELOPMENTS 


55 


Modern  education  introduced  and  propagated  by 
the  earlier  missionaries  sowed  the  seeds  of  dissatis- 
faction in  the  alert  minds  of  the  Eastern  youth,  and 
introduced  a spirit  of  inquiry  and  eagerness  for  more 
information — which,  according  to  Eastern  tradition, 
was  in  itself  a heresy.  The  effect  of  these  schools  was 
not  by  any  means  confined  to  the  number  of  pupils 
actually  reached  within  the  four  walls  of  the  building, 
nor  indeed  to  the  much  larger  number  who  were  per- 
mitted to  profit  by  the  products  of  the  mission  presses ; 
but  the  spirit  of  dissatisfaction  with  the  old,  tradi- 
tional ignorance  reached  out  into  far  scattered  com- 
munities through  a variety  of  sources,  until  the  society 
of  the  East  as  a whole,  toward  the  end  of  the  nine- 
teenth century  and  the  beginning  of  the  twentieth, 
became  permeated  with  the  spirit  of  intellectual  unrest 
which  began  to  manifest  itself  in  systematic  demands 
for  more  and  better  national  education. 

The  native  religions  have  been  losing  their  power 
over  the  intelligence  of  the  people.  Any  one  who  is 
familiar  with  the  religious  condition  of  the  East  under- 
stands well  its  paralyzing  effect  upon  the  intellectual 
life.  Mohammedanism  has  always  taught  its  follow- 
ers that  it  is  disloyal  to  Mohammed  to  question  any- 
thing.* No  true  Mohammedan,  without  open  viola- 
tion of  the  demands  of  his  religion,  can  raise  even  in 
his  own  mind  any  question  regarding  the  world  in 
which  he  lives,  or  the  order  of  events  within  that 
world.  Islam,  which  means  “submission,”  demands 
the  submission  of  the  mind  wholly  to  the  teachings  of 
the  Koran  and  tradition.  One  needs  but  to  glance  at  the 
history  of  Mohammedanism  to  see  how,  as  a religion, 
it  has  checked  the  intellectual  growth  of  its  adherents. 
While  Hinduism  has  not  put  the  same  outward  em- 

* For  an  illustration  of  this  fact,  see  Dwight’s  “A  Muslim  Sir 
Galahad.” 


EDUCATIONAL  MISSIONS 


56 

bargo  upon  the  development  of  the  intellect,  its  influ- 
ence has  been  to  discourage  and  stifle  intellectual 
progress.  It  has  not  produced  schools  or  scholars. 
Buddhism,  as  well  as  the  less  organized  religions  of 
Africa  and  the  Pacific  islands,  has  never  fostered 
intellectual  alertness  or  developed  education.  It  is 
perhaps  as  a part  of  the  intellectual  awakening  caused 
by  mission  schools,  as  well  as  through  other  causes, 
that  these  ethnic  and  non-Christian  religions  have 
seemed  to  lose  their  power  to  hold  in  grasp  the  minds 
of  their  followers. 

In  the  Report  of  the  Commission  of  the  Edinburgh 
Missionary  Conference  on  “Education  in  Relation  to 
the  Christianization  of  National  Life,”  emphasis  is 
laid  upon  the  great  awakening  now  taking  place  in  the 
Far  East,  showing  how  widely  the  Eastern  races  are 
breaking  away  from  the  trammels  of  their  ancient 
faiths,  and,  thus  emancipated,  are  seeking  means  for 
intellectual  advance.  This  situation  does  not  furnish 
the  opportunities  for  satisfying  the  newly  awakened 
intellectual  desires ; but  it  is  opening  the  way  for  the 
entrance  of  a new,  modern  crusade.* 

As  was  pointed  out  in  the  last  chapter,  many  of 
the  young  men  of  the  East,  after  having  obtained  a 
taste  of  modern  learning,  with  the  scales  removed 
from  their  eyes  and  the  superstition  from  their  hearts, 
have  come  to  the  West  for  a further  education.  There 
is  to-day  hardly  an  institution  of  learning  of  higher 
grade  in  Europe  or  North  America  that  has  not  in 
attendance  one  or  more  students  from  these  Eastern 
races,  or  from  Africa.  It  is  an  interesting  fact,  too, 
that  these  students  are  not  all  confined  to  the  male  sex ; 
but  there  are  women  among  them,  who,  overcoming 
far  greater  prejudices  and  superstitions  than  the  men 

* See  the  Edinburgh  Missionary  Conference  Report,  Vol.  Ill,  pp. 
378-380. 


.iPTi  i t r - r 


St.  Paul’s  Institute,  Tarsus,  Turkey 
Girls’  Boarding  School,  Marsovan,  Turkey 


IMMINENT  DEVELOPMENTS 


57 


have  been  compelled  to  overcome,  have  defied  public 
opinion  and  are  seeking  a Western  education.  Not  only 
is  the  number  of  these  students  constantly  increasing, 
but  it  is  also  evident  that  they  are  not  among  the 
least  intellectual,  or  the  least  promising,  of  the  student 
body  in  the  universities  and  colleges  of  Europe  and 
America.  As  these  Western  trained  students  with 
their  university  degrees  return,  they  carry  back  with 
them  the  new  intellectual  atmosphere  in  which  they 
have  lived  and  worked.  Many  of  them  give  their 
lives  at  once  to  the  creation  of  new  conditions  in 
their  own  land  which  will  propagate  new  learning  for 
their  own  people.  Not  a few  of  them  become  the 
chief  educators  and  the  chief  organizers  of  educa- 
tional systems  for  their  nation. 

In  addition  to  those  who  have  gone  into  Western 
institutions  from  mission  fields  for  study,  there  have 
been  many  commissions  sent  by  the  governments  of 
the  East  for  the  purpose  of  investigating  not  only 
educational  institutions  of  the  West,  but  governments, 
industries,  etc.  These,  after  investigation,  have  re- 
turned to  their  homes  with  carefully  prepared  and 
discriminating  reports  which  have  tended  mightily  to 
quicken  the  intellectual  life  of  their  respective  govern- 
ments and  to  create  a new  atmosphere.  One  of  the 
earlier  commissions  sent  to  America  and  Europe  from 
Japan,  joined  by  Joseph  Hardy  Neesima  as  its  secre- 
tary, carried  back  to  Japan  such  a report  of  Western 
institutions  that  the  government  itself  was  led  to  make 
long  strides  forward  in  the  development  of  its  own 
educational  system,  as  well  as  along  many  other  lines. 
There  have  been  recent  commissions  to  Christian 
countries  from  China  and  from  the  Turkish  Empire ; 
and  many  travelers  of  influence  and  intelligence  from 
India  and  Chiefs  of  African  tribes  have  visited  these 
countries,  to  their  great  personal  profit,  and  through 


58 


EDUCATIONAL  MISSIONS 


them  to  the  profit  and  intellectual  arousement  of  the 
countries  they  represent.  Commissions  of  this  char- 
acter, representing  commercial  and  industrial,  as  well 
as  intellectual,  spheres  of  action,  are  now  coming  and 
going  in  such  numbers  and  frequency  that  we  take 
little  note  of  them;  but  their  influence  upon  the  coun- 
tries that  send  them  is  increasing. 

Moreover,  Oriental  peoples  themselves  are  making 
demands  for  modern  education.  The  old  methods  no 
longer  satisfy  them.  The  primitive,  traditional  views 
and  the  education  afforded  under  native  religious 
restrictions  can  no  longer  hold  place.  The  old  relig- 
ious leaders,  recognizing  their  inability  to  stem  the 
rising  tide,  which  is  manifest  everywhere  among  the 
young  men  and  women,  are  withdrawing  their  oppo- 
sition, and  some  are  even  openly  advocating  better 
modern  educational  facilities.  The  modern  sciences, 
the  history  of  the  world,  and  especially  of  the  leading 
Christian  nations,  geography  and  Western  literature, 
are  already  finding  large  place  in  their  educational 
system,  and  all  in  response  to  popular  demands. 

Growing  out  of  these  demands,  national  school  sys- 
tems have  been  established  in  the  leading  Asiatic 
countries,  although  in  some  the  development  is  yet 
but  partial.  The  educational  system  in  Japan  is  hardly 
second  to  that  of  America  or  Germany,  and  China 
has  already  established  a national  system,*  which, 
when  wrought  out,  will  be  as  complete  for  China  as  the 
Japanese  system  is  for  Japan.  In  another  chapter 
we  have  spoken  in  some  detail  of  the  educational 
system  of  India,  to  which  we  need  not  here  refer 
again.  But  all  of  these  changes  have  grown  out  of 
the  demand  of  the  people  for  modern  education, 

* For  the  new  education  in  China,  see  Ross’  “The  Changing  Chi- 
nese,” Chapter  VIII. 


IMMINENT  DEVELOPMENTS 


59 


against  which  national,  racial  and  religious  conserva- 
tism could  not  stand.  The  East,  and  even  Africa,  is 
bound  to  have  modern  education. 

A further  important  consideration  is  the  demand 
for  modern  education  produced  by  the  new  political 
developments  in  Eastern  countries.  However  great 
has  been  the  intellectual  awakening  of  the  East,  to 
most  readers  the  national  development  has  seemed 
far  greater.  The  daily  press  has  dealt  primarily  with 
the  great  national  changes  and  revolutions,  but  has 
said  little  of  the  awakening  of  the  mind  and  the  im- 
provements in  educational  institutions.  It  is  evident 
to  all  that  with  the  new  national  life  there  must  be 
developed  new  national  leaders.  When  Japan  came 
into  relations  with  the  great  outside  world,  and  ad- 
mitted representatives  from  these  western  nations  to 
her  own  shores,  and  sent  her  own  representatives  to  the 
Christian  nations,  she  must  needs  have  men  who  were 
capable  of  grasping  questions  of  wide  diplomatic  im- 
port, and  of  dealing  upon  equal  terms  with  the  diplo- 
mats of  the  Christian  nations.  The  new  national  con- 
ditions in  China  call  immediately  for  a great  number 
of  trained  men  who  shall  be  able  to  negotiate  with 
foreign  nations  on  terms  of  equality,  and  to  secure  in 
these  new  diplomatic  relations  national  rights  which 
belong  to  the  new  China,  and  to  defend  China  against 
the  diplomatic  encroachments  of  outside  nations.* 
Trained  men  are  required  not  only  for  the  diplomatic 
service  at  home  and  abroad,  but  also  for  official  posi- 
tions under  the  new  government.  The  old  training  of 
China  did  not  provide  these.  Every  newly  awakening 
Eastern  nation  is  experiencing  an  overwhelming  de- 
mand for  men  broadly  educated  along  modern  lines  to 

* For  Western  education  in  China,  see  Lin  Shao-Yang’s  “A  Chi- 
nese Appeal  Concerning  Christian  Missions.” 


6o 


EDUCATIONAL  MISSIONS 


assume  the  reins  of  government,  and  to  direct  its 
various  departments.* 

These  awakening  nations  require  also  men  who  are 
able  to  grasp  the  need  for  the  development  of  na- 
tional resources,  and  then  to  direct  this  development. 
Keeping  still  before  us  the  example  of  Japan  and 
China,  we  have  a clear  demonstration  of  what  is 
meant  by  this  statement. f 

Mines  must  be  developed  with  modern  machinery, 
railroads  must  be  built,  telegraph  lines  established,  and 
a thousand  industries  begun  and  carried  on,  in  order 
to  put  the  nation  strongly  upon  its  feet,  and  to  give  a 
consciousness  of  strength  at  home  and  recognition 
abroad  as  a de  facto  nation.  The  internal  resources 
of  China  have  for  thousands  of  years  remained  unde- 
veloped. Suddenly,  under  the  impulse  of  the  new 
order,  there  is  a call  for  men  on  every  side  to  take 
prominent  leadership  in  that  department  of  China’s 
national  welfare. 

No  Asiatic  nation  can  expect  to  command  the  con- 
fidence of  the  nations  of  the  West  until  it  has  in 
positions  of  leadership  in  all  of  the  leading  depart- 
ments of  its  government  men  who  command,  by  their 
intelligence  and  education,  the  confidence  of  the  West. 

We  have  spoken  of  the  new  national  conditions  in 
the  East  which  demand  educational  development.  We 

* Germany,  as  already  mentioned,  is  the  most  conspicuous  example 
of  the  value  along  economic  and  military  lines  of  educational  effi- 
ciency, from  the  national  standpoint.  The  experience  of  Japan  points 
in  the  same  direction.  In  these  days  when  the  national  spirit  is  so 
developed,  and  when  a nation’s  life  seems  so  to  depend  on  its  ability 
to  defend  itself  by  armies  and  to  compete  successfully  with  its  neigh- 
bors in  the  markets  of  the  world,  education  has  come  to  have  an  en- 
tirely new  meaning  to  those  who  are  responsible  for  national  welfare. 

t For  a discussion  of  the  ancient  sciences  among  the  Chinese  and 
their  incapacity  to  develop  the  internal  resources  of  the  country,  see 
Williams’  “The  Middle  Kingdom,”  Vol.  II,  Chapter  XVI. 


IMMINENT  DEVELOPMENTS 


61 


now  come  to  the  second  point  demanding  considera- 
tion, namely : 

2.  New  missionary  conditions  which  demand  new 
educational  development.* 

During  the  century  of  modern  missions  the  Chris- 
tian Church  has  become  in  all  of  the  older  mission 
countries  an  institution  of  great  influence  and  of  recog- 
nized strength.  It  has  never  been  the  idea  of  mis- 
sionary societies  that  the  Church  should  remain  for  an 
indefinite  period  under  the  direction  of  the  missionary, 
or  under  the  support  of  contributions  from  the  West. 
As  the  Church  has  increased  in  numbers  and  in  pop- 
ular recognition,  it  has  also  increased  in  intellectual 
leadership  in  the  community  from  which  it  sprang  and 
of  which  it  is  a part.f  As  an  institution  it  requires 
to-day  a higher  grade  of  Christian  leadership  in  its 
pulpit  and  on  its  board  of  control  than  was  required 
a half  century  ago.  In  other  words  the  Church  of 
the  East  is  strongly  demanding  a better  trained  class 
of  leaders.  The  old  method  of  training  is  no  longer 
satisfactory. 

In  addition  to  this  demand  of  the  Church,  another 
of  much  importance  must  be  mentioned ; namely  that 
because  of  the  great  social  and  national  changes  that 
are  sweeping  over  the  East,  especially  over  China, 
Japan  and  India,  the  ruling  and  higher  classes  of 
these  countries  are  becoming  more  and  more  accessi- 
ble. All  the  missionaries  testify  to  the  fact  that, 
whereas  a few  years  ago  even  the  way  of  approach 

* For  developments  in  educational  missionary  work  in  China,  see 
Soothill’s  “A  Typical  Mission  in  China,”  Chapter  XII. 

f For  the  importance  of  schools  for  the  development  of  the  Chris- 
tian community,  see  Edinburgh  Missionary  Conference  Report,  Vol. 
II,  pp.  136-143. 

For  the  present  strategic  value  of  Christian  education  in  Africa,  see 
Edinburgh  Missionary  Conference  Report,  Vol.  I,  pp.  309,  420. 

For  resolutions  upon  education  in  China,  see  Report  Centenary 
Missionary  Conference,  1907,  pp.  519-521. 


62 


EDUCATIONAL  MISSIONS 


to  the  higher  official  classes  was  almost  if  not  wholly 
closed,  now  access  is  obtained  with  comparative  ease, 
and  in  some  special  cases — like  those  now  found  so 
frequently  in  China — the  official  classes  are  seeking 
out  the  missionary  and  the  native  Christian  leader. 
These  conditions  demand  a native  leadership  of  suf- 
ficient education  and  training  to  enter,  with  assurance 
of  being  accepted,  the  ways  of  approach  to  the  leaders. 
It  would  be  folly  to  send  the  ordinary  untrained 
preacher  to  the  Mandarin  of  high  rank  in  China,  and 
expect  him  to  be  able  to  explain  Christianity  to  his  far 
better  educated  inquirer  in  a way  to  command  a re- 
spectful hearing.  In  other  words,  there  is  opening  to- 
day before  the  Church  and  the  leaders  of  the  Church 
in  all  of  the  great  mission  countries  an  opportunity  to 
approach,  with  the  likelihood  of  a favorable  hear- 
ing, the  leaders  in  all  departments  and  phases  of  the 
national  and  religious  life  of  the  people.  And  these 
conditions  demand  that  the  Christian  leaders  them- 
selves shall  be  intellectually  prepared  for  their  task, 
i Such  conditions  as  have  been  mentioned  lead  di- 
rectly to  the  conclusion  that  the  standard  of  missionary 
education  must  be  elevated.  This  calls  for  a general 
recognition  of  the  importance  of  the  normal  school 
or  college  * which  will  make  possible  a general  educa- 
tional advance,  with  special  emphasis  upon  the  sec- 
ondary, intermediate  and  primary  schools.  Too  much 
cannot  be  made  of  the  place  of  the  normal  school  or 
college  in  all  mission  countries.  Hitherto  its  impor- 
tance has  not  been  appreciated.  The  preparation  for 
the  Christian  ministry  has  loomed  large  in  the  minds 
of  the  missionaries,  who  have  assumed  that  almost 
any  one  who  had  received  any  degree  of  education 

* For  normal  education  in  India,  see  “The  Year  Book  of  Missions 
in  India,”  1912,  pp.  286,  287;  also  for  elementary  education  in  India, 
same,  pp.  270-276. 


IMMINENT  DEVELOPMENTS 


63 

himself  would  be  able  to  impart  what  he  had  learned 
to  others.  This  fact  is  not  surprising,  if  we  bear  in 
mind  that  only  in  these  later  days  have  we  in  America 
begun  to  appreciate  the  value  of  the  importance  of 
scientific  training  for  the  teacher’s  office. 

The  Indian  and  Ceylon  governments  are  reorganiz- 
ing their  educational  systems,  and  China  is  just  begin- 
ning the  development  of  a new  system  for  her  vast 
empire,  while  the  whole  great  continent  of  Africa  is 
still  open  for  the  educational  approach;  and  in  all  of 
these  countries  emphasis  is  being  put  upon  the  pri- 
mary, intermediate  and  secondary  schools.  The  re- 
cent conferences  held  in  India,  China,  and  other 
countries  under  the  auspices  of  the  Continuation  Com- 
mittee of  the  Edinburgh  Conference,  and  presided 
over  by  Dr.  Mott,  the  Chairman  of  that  Committee, 
all  put  unusual  emphasis  upon  primary  and  secondary 
education.  One  of  the  resolutions  passed  in  the  Cal- 
cutta Conference  of  December,  1912,  is  as  follows: 

That,  in  view  of  the  increased  attention  which  is  at  pres- 
ent being  paid  to  primary  education,  this  Conference  strongly 
urges  missions  to  avail  themselves  of  the  present  favorable 
opportunity  for  increasing  the  number  of  their  elementary 
schools  for  boys  and  girls  in  so  far  as  Christian  teachers  are 
available. 

And  in  a similar  conference  held  in  Shanghai  in 
March,  1913,  it  was  voted: 

That  we  are  convinced  that  more  emphasis  should  be 
placed  on  the  development  of  elementary  schools,  and  that 
all  our  schools  should  be  correlated  in  a general  system  of 
education  leading  up  to  the  university. 

In  all  of  these  conferences  emphasis  was  laid  upon 
the  importance  of  better  trained  teachers  and  or- 
ganizers, quite  as  much  among  the  natives  as  among 
the  foreigners.* 

* For  training  of  teachers  and  normal  schools,  see  section  on  Chris- 
tian education  in  “Mission  Problems  and  Policies  in  Asia.” 


64 


EDUCATIONAL  MISSIONS 


We  cannot  lose  sight  of  the  fact  that  these  coun- 
tries, for  many  years  yet,  will  be  quite  unable  to  train 
their  own  teachers  in  sufficient  numbers  to  meet  the 
demand.  When  China  first  began  to  establish  schools 
of  modern  learning,  following  the  Boxer  uprising,  the 
effort  proved  largely  a failure,  because  of  her  inability 
to  secure  an  adequate  teaching  force.  The  country 
itself  could  not  provide  the  necessary  teaching  staff, 
and  missionary  institutions  were  quite  unable  to  meet 
the  need.  This  state  of  affairs,  so  general  throughout 
the  missionary  world,  is  putting  tremendous  emphasis 
upon  the  place  of  the  normal  school  and  normal  col- 
lege as  a missionary  institution.  Emphasis  cannot 
for  a moment  be  removed  from  the  importance  of 
training  the  ablest  men  for  the  Gospel  ministry;  but 
an  equal  emphasis  must  be  placed  upon  the  impor- 
tance of  training  Christian  teachers,  for  both  mission 
and  government  schools.  The  preacher  reaches  adults ; 
the  teacher  brings  the  influence  of  his  Christian  char- 
acter to  bear  directly  upon  the  youth  of  the  country 
when  they  are  most  easily  influenced.  If  the  mis- 
sionaries during  the  next  ten  years  can  provide  the 
majority  of  the  teachers  required  in  Eastern  schools, 
they  will  be  able  to  remould  the  religious  and  moral 
life  of  the  people.  By  giving  the  teaching  profession 
a position  of  high  honor,  making  it  coordinate  with 
the  Christian  ministry  for  the  impartation  of  Christian 
truth  and  the  creation  of  Christian  character,  and 
by  establishing  normal  schools  side  by  side  with  the 
theological  seminaries,  we  shall  link  together  the  two 
great  Christianizing  forces  for  the  creation  of  a new 
Christian  society,  and  a new  intellectual,  religious  and 
national  life. 

There  is  also  a large  demand  for  the  development 
of  professional  schools.  Under  this  term  we  include 
theological  training,  medical  education,  and  technical 


New  Government  School,  Canton,  China 
Built  on  the  ruins  of  11,616  cells  of  examination  halls 


IMMINENT  DEVELOPMENTS  65 

instruction.*  Normal  training  has  already  been  treated 
separately. 

Theological  education  requires  no  extended  expla- 
nation or  discussion  at  this  time.  What  the  theological 
school  and  college  is  in  Christian  countries,  so  is  it 
with  new  emphasis  in  mission  fields.  Without  the 
theological  training  school,  in  which  young  men  are 
prepared  for  the  Christian  ministry,  and  women  for 
special  service  to  their  own  sex,  the  Church  could  not 
advance.  At  the  same  time  it  must  be  recognized  that 
in  the  advance  of  modern  education  in  mission  fields 
the  theological  school  has  hardly  kept  abreast  of  the 
general  movement.  While  high  schools  have  grown 
into  colleges,  and  the  doctors’  classes  of  assistants  into 
medical  schools,  and  simple  industrial  institutions  into 
technical  colleges,  the  theological  school  has  remained 
largely  undeveloped.  There  is  probably  no  other 
phase  of  mission  educational  work  which  demands  the 
immediate  attention  of  missionaries  and  missionary 
administrators  as  do  these  schools,  upon  which  the 
real  success  of  the  Christian  movement  in  the  East  so 
directly  depends.  This  backward  condition  of  theo- 
logical institutions  is  so  well  known  among  college 
students  and  others  that  it  has  become  difficult,  in 
most  fields,  to  secure  the  attendance  upon  them  of 
college  graduates.  They  have  been  loath  to  step  down 
to  what  they  have  regarded  as  an  institution  grade.  In 
many  instances  the  theological  school  has  been  poorly 
housed,  with  an  inadequate  faculty,  most  of  whom 
had  other  absorbing  duties.  At  the  same  time  the 
courses  of  instruction  have  met  with  little  modification. 

The  recognition  of  this  need  has  led  in  recent  years 
to  an  effort  to  combine  the  theological  schools  of 

* See  section  on  Christian  education  in  “Mission  Problems  and  Poli- 
cies in  Asia.’’ 


66 


educational;  missions 


various  missions  into  a single  institution,*  and  to 
secure  for  the  school  thus  organized  a permanent  fac- 
ulty whose  chief  duty  would  be  the  training  of  the 
youth  put  under  their  charge.  Such  combinations  have 
already  taken  place,  as,  for  instance,  in  Bangalore, 
Southern  India,  in  Peking  and  Foochow,  China,  as 
well  as  in  other  places,  thus  bringing  to  theological 
training  the  best  instructors  in  two  or  more  missions, 
and  giving  the  institution  the  financial  support  of  sev- 
eral missionary  societies,  and  providing  it  with  stu- 
dents from  the  same  number  of  denominations. 
This  plan,  although  of  recent  inception,  prom- 
ises great  success.  A seminary  of  this  character  can 
command  the  respect  of  men  who  have  taken  their 
Arts  degree,  and  can  furnish  leaders  to  the  Church 
who  will  be  able  to  approach  men  of  the  widest 
learning  and  highest  influence  with  a trained  mind 
and  a courage  which  comes  from  a thorough  knowl- 
edge of  the  subject. 

There  are  few,  if  any,  individual  missions  able, 
financially  or  otherwise,  properly  to  equip  and  satis- 
factorily to  conduct  a theological  school  such  as  the 
new  conditions  in  the  mission  field  are  increasingly 
demanding.  With  the  increasing  number  of  interde- 
nominational schools  and  close  cooperation  between 
the  missions  supporting  them,  we  may  expect  to  put 
theological  training  in  the  mission  field  upon  a fitting 
basis,  and  equip  it  in  a way  adequate  to  meet  the 
demands  of  the  field.  It  would  be  fatal  to  the  suc- 
cess of  missions  to  allow  the  impression  to  go  abroad 
in  any  mission  field  that  theological  education  is  not 
the  most  important  of  all.  So  long  as  the  Church  at 
home  and  missionary  societies  believe  that,  in  order 

* For  theological  education  in  India,  see  “Year  Book  of  Missions 
in  India,”  1912,  pp.  288-297. 

For  theological  education  in  China,  see  the  “China  Mission  Year 
Book,”  1910,  Chapter  XI. 


IMMINENT  DEVELOPMENTS 


67 


to  establish  the  Kingdom  of  God  in  any  field,  the 
Church  must  be  established  as  the  living  body  of  the 
living  Christ,  so  long  must  emphasis  be  placed  upon 
the  training  of  a native  Christian  ministry,  adequate 
to  meet  the  needs  of  the  growing  and  conquering 
Church.  There  is  no  higher  field  of  Christian  service 
than  that  to  be  found  in  the  training  of  the  bright, 
able,  devoted  young  men  of  the  East  for  the  develop- 
ment and  extension  of  the  Church  of  Christ.  There 
is  no  expenditure  of  mission  funds  and  no  conse- 
cration of  life  that  promises  larger  returns  than  that 
which  is  given  to  this  form  of  Christian  work.  Upon 
this  work  persistent  and  increasing  emphasis  must  be 
laid ; to  it  renewed  and  unflagging  attention  must  be 
given ; and  in  the  service  of  theological  training  must 
be  enlisted  missionaries  of  the  broadest  vision,  the 
most  profound  grasp  of  the  Christian  theme,  unques- 
tioned devotion  to  the  cause  and  the  Church,  and 
unbounded  faith  in  the  final  triumph  of  the  Kingdom 
of  God. 

Another  line  of  specialized  training  that  has  thus 
far  received  inadequate  attention  and  support  is 
that  of  the  medical  school.*  The  medical  missionary 
was  at  first  only  an  incident  in  the  plan  for  evangeliz- 
ing the  world.  He  went  out  for  the  purpose  of  carry- 
ing on  in  the  mission  field  the  same  kind  of  medical 
work  that  was  carried  on  in  America  by  the  ordinary 
practitioner;  but  always  as  a devoted  Christian,  and 
in  the  name  of  Christ.  There  was  no  thought  of  a 
hospital,  or  a general  dispensary.  The  medical  mis- 
sionaries looked  after  the  sick  at  their  station  centers, 
were  regarded  as  responsible  for  the  health  of  the 
missionaries,  and,  when  they  traveled  about,  carried 
their  medicines  with  them  and  ministered  to  the 

* For  medical  schools  in  India,  see  “Year  Book  of  Missions  in  In- 
dia,” pp.  300-303. 


63 


EDUCATIONAL  MISSIONS 


physical  needs  of  the  people  while  preaching  the 
Gospel.  It  is  only  within  the  last  missionary  genera- 
tion that  the  idea  of  medical  missions  has  radically 
changed.  Great  missionary  hospitals  have  sprung  up, 
with  their  trained  attendants  and  widely  patronized 
dispensaries.* 

In  the  earlier  days  of  medical  missions,  and  in  fact 
until  comparatively  recently,  each  physician  trained 
his  own  native  assistants.  A young  man  was  selected 
and  attached  to  the  missionary  physician.  He  received 
instruction  and  became  an  assistant  in  operations  and 
a constant  observer  in  all  the  practice  of  his  teacher. 
In  this  way  a certain  amount  of  medical  skill  was 
obtained  in  prescribing  for  recurring  and  ordinary 
diseases,  and  in  bandaging  and  dressing  wounds. 
Some  of  these  assistants  became  well  known  physi- 
cians among  their  people. 

This  method  was  exceedingly  wasteful  of  the  time 
and  strength  of  the  missionary.  It  was  perceived  that 
if  one  or  more  medical  missionaries,  at  well  recog- 
nized mission  medical  centers,  could  give  themselves 
mainly  to  the  task  of  teaching  and  training,  they  could 
multiply  themselves  manyfold  in  the  persons  of  skill- 
ful, well-equipped,  native  practitioners.  Thus  there 
came  into  existence,  through  natural  growth,  medical 
missionary  colleges,  only  a few  of  which  have  as  yet 
been  established,  but  which  are  coming  rapidly  to 
the  front  as  a distinct  and  necessary  part  of  the  mis- 
sionary educational  propaganda.  Under  the  pressure 
of  the  lack  of  men  and  of  money  for  the  support  of 
such  colleges,  various  missionary  societies  are  joining 
together  and  are  creating  union  medical  institutions. 
The  Union  Medical  College  in  the  city  of  Peking,  with 
its  corps  of  lecturers,  some  of  whom  are  drawn  from 

* For  importance  of  medical  missionary  education,  see  Dennis’ 
“Christian  Missions  and  Social  Progress,”  Vol.  II,  pp.  406,  407. 


IMMINENT  DEVELOPMENTS 


69 


the  medical  staff  of  the  different  embassies,  has  al- 
ready received  the  approval  of  the  Chinese  govern- 
ment and  is  a widely  recognized  missionary  force. 
Courses  of  study  in  the  missionary  medical  colleges 
are  considerably  more  extended  than  those  given  in 
many  similar  colleges  in  the  United  States.  These 
institutions  are  strictly  Christian,  aiming  at  giving  not 
only  a thorough  medical  preparation,  but  at  the  same 
time  a comprehensive  and  practical  knowledge  of 
Christianity.  From  these  colleges  the  young  men  go 
out  as  assistants  to  missionary  physicians  all  over 
their  countries,  and  as  independent  Christian  practi- 
tioners. 

It  would  be  unreasonable  to  expect  that  the  health 
interests  of  a great  country  like  China  or  India  could 
be  looked  after  by  Christian  missionaries.  Indeed,  the 
time  will  come  when  medical  missionaries  from  the 
West  will  no  longer  be  required. 

During  the  Missionary  Conference  in  Edinburgh, 
1910,  special  meetings  were  held  by  the  medical  dele- 
gates in  attendance  upon  the  Conference.  After  ex- 
tended discussion  there  was  passed  the  following  reso- 
lution : 

That  more  and  more  thoroughly  equipped  medical  schools 
should  be  established  in  suitable  mission  centers,  and  that 
as  many  natives  as  possible  should  be  trained  for  the  various 
branches  of  medical  missionary  work,  for  the  double  reason : 

Because  the  work  gathering  round  mission  hospitals,  and 
the  work  of  medical  evangelization,  can  never  be  overtaken 
by  foreign  physicians;  and 

Because  the  native  can  reach  his  fellows  in  a way  in  which 
the  foreigner  can  seldom  do;  is  more  easy  to  secure;  and 
more  economical  to  support;  and  has  been  proved,  in  vari- 
ous mission  fields,  to  be  capable  of  becoming  an  efficient 
nurse,  hospital  assistant,  physician,  surgeon,  and  medical  mis- 
sionary, and,  in  many  cases  in  China,  can  occupy  positions 
of  importance  in  connection  with  the  Government  and  other 


70 


EDUCATIONAL  MISSIONS 


public  service,  where  Christian  medical  men  could  exercise 
a powerful  influence  for  Christ. 

The  meeting  also  is  of  the  unanimous  opinion  that  the 
thoughts  of  some  of  the  more  highly  educated  natives  should 
be  directed  in  increasing  measure  toward  the  medical  mis- 
sion schools  and  colleges  which  are  springing  up  in  many 
lands.* 

In  connection  with  the  mission  hospitals,  practically 
throughout  the  entire  field,  there  have  grown  up 
nurses’  training  classes  or  schools.  Most  missionary 
societies  conducting  medical  work  plan  to  have  at 
least  one  experienced  and  well-equipped  Christian  mis- 
sionary nurse  connected  with  each  mission  hospital. 
Such  a nurse  organizes  and  conducts  a class  of  nurses 
from  among  the  educated  young  women  of  the  coun- 
try, giving  them  the  same  general  course  of  practical 
instruction  that  is  given  to  nurses  in  England  and 
America,  fitting  them  not  only  for  positions  in  con- 
nection with  their  own  hospitals,  but  to  go  into  the 
homes  as  it  may  seem  wise  and  safe  for  them  to  do. 
Through  the  Christian  trained  nurse  the  mission  hos- 
pital has  introduced  a new  profession,  and  one  that 
has  in  it  great  power  for  the  propagation  of  Christian- 
ity. Only  Christian  girls  are  sought  for  this  training — 
those  who  have  already  exhibited  strength  of  character 
and  who  have  received  the  preliminary  education  ade- 
quate to  qualify  them  to  take  the  course  and  to  enable 
them  thereafter  to  command  a position  of  respect  and 
confidence. 

Missionary  education  has  hitherto  embraced  little 
of  what  might  be  called  purely  technical  training.  (In- 
dustrial education  is  treated  under  another  heading.) 
It  is  only  in  recent  years  that  the  conditions  in  the 
mission  fields  have  made  any  great  demand  for  such 
training.  No  department  of  education  is  so  expensive 

* Report  of  Edinburgh  Missionary  Conference,  Vol.  Ill,  p.  401. 


IMMINENT  DEVELOPMENTS  71 

as  this,  since,  in  addition  to  the  ordinary  school  build- 
ings and  professors,  it  calls  for  shops  and  laboratories 
equipped  with  extensive  apparatus,  to  be  kept  in  order 
and  up  to  date.  These  facts,  together  with  questions 
in  the  minds  of  many  supporters  of  missions  as  to 
the  missionary  value  of  technical  education,  probably 
will  account  for  the  present  small  number  of  such 
institutions.  But  there  is  an  increasing  demand  in 
China,  Turkey,  India,  and  even  in  Africa,  for  the 
immediate  introduction  and  development  of  technical 
schools.  The  establishing  of  new  industries,  the  open- 
ing of  mines,  the  building  of  railroads,  and  the  intro- 
duction of  electrical  appliances  demand  men  tech- 
nically trained  and  capable  of  assuming  positions  of 
large  leadership  in  these  departments.  These  coun- 
tries even  to-day  are  calling  for  civil,  mining,  sanitary 
and  electrical  engineers  of  the  largest  capacity,  for 
experts  in  architecture  and  in  building  construction, 
to  say  nothing  of  many  similar  professions  and  de- 
partments. 

But  in  several  of  these  countries  the  governments 
are  recognizing  this  need  and  are  making  provisions  to 
meet  it.  China,  for  example,  is  developing  her  tech- 
nical schools,  and  for  this  purpose  is  sending  many  of 
her  choicest  young  men  to  the  West,  that  they  may 
become  capable  of  establishing  such  schools  and  giv- 
ing instruction  in  them.  It  cannot  be  expected  that 
missionaries  will  take  the  lead  in  technical  training. 
This  must  be  left  largely  to  the  national  governments 
and  to  independent  and  heavily  endowed  Christian  col- 
leges not  dependent  upon  an  annual  subsidy  from  the 
missionary  society.  If,  however,  the  idea  of  a Chris- 
tian university,  to  be  supported  by  all  denominations, 
should  become  a reality  in  China  or  in  Japan,  or  in 
any  other  country,  it  will  undoubtedly  have  its  tech- 
nological departments. 


72 


EDUCATIONAL  MISSIONS 


Yet  another  educational  development  demanded  by 
missionary  conditions  is  in  the  field  of  industrial  train- 
ing.* The  new  advance  toward  self-support  in  the 
missionary  institutions  forced  the  attention  of  the  mis- 
sionaries upon  different  methods  of  industrial  educa- 
tion. It  was  imperative  that  something  along  this 
line  should  be  done  in  countries  like  Africa,  Turkey 
and  India,  at  least,  in  order  to  give  the  Christian  con- 
verts larger  earning  capacity,  and  to  enable  them  to 
command  a larger  self-respect  in  their  own  communi- 
ties. Missionary  societies  as  a whole,  however,  were 
slow  to  recognize  the  place  of  industrial  training  in 
the  missionary  propaganda.  Many  were  ready  to  pro- 
claim— and  not  a few  of  these  were  officers  of  the 
leading  missionary  boards — that  it  was  no  part  of  the 
missionary’s  commission  to  teach  trades  or  industries ; 
that  his  commission  was  confined  to  the  one  object  of 
preaching  the  Gospel  and  of  raising  up  other  Christian 
preachers  from  among  the  Christian  community.  This 
old  idea  has  not  fully  passed  away  at  the  present  time, 
although  the  attitude  of  missionary  societies,  and  espe- 
cially of  missionaries  at  work  among  industrially  back- 
ward peoples,  has  decidedly  changed  within  the  last 
decade  or  two  with  respect  to  various  forms  of  indus- 
trial training  as  a necessary  part  of  the  educational 
system. 

There  has  been  little  attempt  to  introduce  anything 
in  the  way  of  industrial  training  into  Japan  and  China. 
But  India,  Burma,  Ceylon  and  Mohammedan  lands 
have  seemed  to  call  for  this  form  of  education  and 
preparation  for  a better  and  more  influential  Christian 
citizenship,  while  missionaries  in  Africa  are  almost 
if  not  quite  unanimous  in  their  conviction  that  the 
natives  of  that  country  as  sorely  need  industrial  train- 

* A consideration  of  the  various  objectives  in  industrial  training  i9 
given  in  Chapter  VI. 


IMMINENT  DEVELOPMENTS 


73 


ing  as  they  do  the  education  from  books.  They  have 
reported  that  the  native  evangelist  who  knows  how  to 
use  improved  methods  in  the  cultivation  of  the  soil, 
and  how  to  make  and  burn  brick  and  build  civilized 
houses  and  manufacture  furniture  has  a more  power- 
ful influence  for  righteousness  in  an  African  commu- 
nity than  one  who  has  not  that  industrial  skill. 

A department  of  this  industrial  education  which  is 
attracting  more  and  more  the  attention  of  missionaries 
is  that  of  modern  agriculture.  No  traveler  through 
the  East  can  be  blind  to  the  need  and  the  value  of  the 
introduction  of  better  methods  of  tilling  the  soil,  of 
new  seeds,  and  of  the  creation  of  a new  and  improved 
stock.  These  needs  thrust  themselves  upon  the  mis- 
sionary on  every  side,  and  have  led  to  some  effort 
in  the  direction  of  agricultural  education.  But  this 
has  not  as  yet  been  largely  developed. 

More  and  more  these  industrial  enterprises  con- 
nected with  the  missionary  work  are  calling  for  spe- 
cialists to  take  them  in  charge.  In  the  earlier  days 
they  were  looked  after  by  missionaries,  who,  with  few 
exceptions,  had  had  no  special  training.  But  it  is 
becoming  more  and  more  evident  that  here  too  the 
expert  must  be  employed  in  order  to  secure  results 
worthy  of  the  cause  he  represents.* 

Any  discussion  of  educational  movements  now  tak- 
ing place  in  the  foreign  field  would  be  wholly  incom- 
plete without  giving  attention  to  the  union  movements 
in  higher  educational  work,  which  constitute  one  of  the 

* For  the  place  of  industrial  training  in  the  missionary  propaganda, 
see  the  Edinburgh  Missionary  Conference  Report,  Vol.  Ill,  Chapter 
VIII;  see  also  section  on  Christian  education  in  “Mission  Problems  and 
Policies  in  Asia.” 

See  Noble’s  “Redemption  of  Africa,’’  Vol.  II,  Chapter  II,  for  in- 
dustrial mission  work  in  Africa. 

See  also  Dennis’  “Christian  Missions  and  Social  Progress,”  Vol.  Ill, 
pp.  95-1.27. 


74 


EDUCATIONAL  MISSIONS 


signs  of  the  times.*  While  the  movement  extends 
beyond  the  field  of  education,  yet  it  is  most  effectually 
operative  within  that  field.  It  has  become  clearly  man- 
ifest that  no  missionary  society  alone  can  adequately 
develop  its  higher  educational  institutions  abroad. 
Experience  has  shown  that,  by  combination  of  several 
societies  upon  a single  institution,  its  influence  is  mul- 
tiplied far  out  of  proportion,  and  it  is  given  a strength 
that  was  not  anticipated. 

The  most  advanced  of  the  mission  colleges  and 
schools  were  never  adequately  equipped  with  grounds, 
buildings,  apparatus  and  libraries,  even  under  the  re- 
quirements of  twelve  or  fifteen  years  ago.  But  what- 
ever equipment  they  had  then  has  been  vastly  out- 
grown in  the  large  advance  in  education  which  the 
Eastern  countries  have  made  since  that  period.  There 
is  hardly  a Christian  educational  institution  in  the 
East  to-day  that  can  be  said  to  be  adequately  sup- 
ported. Those  who  take  up  educational  work  in  these 
institutions  must  do  so  with  the  understanding  that 
circumstances  must  be  faced  which  are  not  ideal,  and 
that  a first  class  result  is  called  for  which  conditions 
make  very  difficult,  if  not  impossible,  to  produce. 

Mission  countries  are  to-day  demanding  a first-grade 
equipment  for  an  institution  that  desires  to  do  col- 
legiate work,  or  even  a commendable  high  school  work. 
Hence  the  general  call  that  comes  from  the  field  to 
administrators  and  committees  of  higher  educational 
institutions  for  opportunity  to  make  immediate  and 
substantial  advance  along  all  lines.  The  demand 
everywhere  is  for  an  increased  staff,  and  enlarged  and 
improved  equipment  and  a more  adequate  support. 

It  is  in  view  of  this  situation,  so  widely  extended  as 

* For  cooperation  in  missionary  education,  see  Edinburgh  Missionary 
Conference  Report,  Vol.  VIII,  pp.  62-74,  14 1-2. 

See  also  section  on  Christian  education  in  “Mission  Problems  and 
Policies  in  Asia,’’ 


Boone  University,  Wuchang.  China 
Thomas  Hall 

Boone  University  Library 


IMMINENT  DEVELOPMENTS 


75 


to  reach  practically  every  institution  of  high  school  and 
collegiate  grade  throughout  the  mission  field,  that  the 
administrators  of  these  institutions  have  seen  the  ne- 
cessity of  combining  schools  that  hitherto  have  seemed 
to  be  rivals  into  a single  institution,  increasing  thereby 
the  teaching  force,  the  apparatus  and  equipment,  and 
the  available  resources  far  beyond  what  even  the  best 
of  them  might  otherwise  have  hoped  to  secure. 

As  an  illustration  of  the  union  efforts  now  in  opera- 
tion, and  as  an  example  of  what  may  be  done  on  a 
vastly  larger  scale,  both  in  China  and  other  coun- 
tries, there  may  be  cited  the  West  China  Christian 
Educational  Union,  which  includes  cooperation  not 
only  in  the  higher  courses  but  even  in  lower  grades.* 
In  1906  this  Union  was  inaugurated  for  the  purpose 
of  promoting  the  unification  and  centralization  of  pri- 
mary institutions  for  boys  and  girls  by  means  of  a 
uniform  course  of  study,  similar  text-books  and  com- 
mon examinations,  and  also  to  foster  the  development 
of  a thorough  education  in  West  China  under  Chris- 
tian auspices  and  to  promote  the  organization  of  a 
Union  Christian  University  and  to  further  its  interests. 
Since  its  organization  this  Union  has  made  great 
progress.  It  has  more  than  4,000  students  registered 
in  the  three  grades  of  schools  under  its  care,  and  the 
whole  primary  and  intermediate  educational  system 
of  western  China  is  being  unified  and  organized. 

Out  of  this  Union  has  already  grown  the  West 
China  Union  University  in  which  five  different  socie- 
ties participate.  A site  was  purchased  in  1908  outside 
of  the  South  Gate  of  Chengtu  containing  about  sixty- 
one  English  acres.  The  aim  of  the  University  as  set 
forth  in  its  Constitution  is  the  advancement  of  the 
Kingdom  of  God  by  means  of  higher  education  in 
West  China,  and  this  is  to  be  accomplished  by  furnish- 

* China  Mission  Year  Book,  1910,  p.  85. 


76 


EDUCATIONAL  MISSIONS 


ing  facilities  for  the  education  of  the  mission  students 
to  enable  them  to  take  their  place  among  the  educated 
classes  and  also  to  provide  similar  means  of  educa- 
tion to  Chinese  youths  of  all  classes.  It  is  expected 
that  the  various  societies  joining  in  the  Union  will 
establish  their  own  colleges,  while  the  control  of  the 
University,  made  up  of  the  combined  colleges,  shall 
be  vested  in  a joint  commission  constituted  in  the  home 
lands  and  consisting  of  members  elected  by  the  Boards 
of  each  participating  body.  University  work  has 
already  been  begun.* 

A remarkable  outgrowth  of  these  cooperative  under- 
takings is  seen  in  the  movements  that  are  under  way 
in  different  countries  of  the  Orient,  looking  to  the 
establishment  of  interdenominational  Christian  Uni- 
versities. 

The  principles  that  are  involved  in  the  establish- 
ment of  a Christian  university  in  any  one  of  the  East- 
ern countries  can  be  vividly  and  effectively  discussed 
in  connection  with  the  consideration  of  a single  inter- 
denominational Christian  University  for  Japan. f The 
arguments  that  are  used  for  the  university  in  Japan 
are  practically  the  same  as  are  employed  for  similar 
institutions  in  China,  or  in  any  other  non-Christian 
country. 

There  is  no  question  as  to  the  strong  feeling  pre- 
vailing among  the  missionaries  in  Japan  in  favor  of 
such  an  institution  to  complete  the  Christian  system 
of  education  in  that  land.  The  case  was  strongly  put 
in  a letter  dated  December  6,  1912,  from  the  Christian 

* For  cooperation  in  education,  see  International  Review  of  Missions, 
April,  1912,  pp.  214,  215. 

Also  Report  of  the  Federal  Council  of  the  Churches  of  Christ  in 
America  for  1913,  “Christian  Unity  at  Work,”  pp.  94-98. 

t See  “The  Christian  Movement  in  Japan,”  1911,  pp.  81-90. 

For  a statement  of  principles  and  methods  of  procedure  in  the 
creation  of  a central  Christian  University  for  Japan,  see  “The  Chris- 
tion  Movement  in  Japan,”  1913,  pp.  76-85. 


IMMINENT  DEVELOPMENTS 


77 


University  Committee  of  Japan  to  the  Foreign  Mis- 
sions Conference  of  North  America  (See  Appendix 

D). 

To  facilitate  educational  union  movements  abroad, 
the  Continuation  Committee  Conference  recently  held 
in  India  made  the  following  recommendation : * 

That  in  each  area  a Missionary  Education  Union,  in  which 
woman’s  work  shall  also  be  represented,  be  organized  as  a 
Committee  of  the  Provincial  Representative  Council  for  that 
area. 

That  its  functions  should  include : the  obtaining  and  cir- 
culating of  information  on  educational  matters ; the  survey 
of  the  whole  educational  field ; the  indication  of  places  where 
there  is  waste  of  effort  from  overlapping,  or  where  there 
seem  to  be  promising  openings  for  expansion ; the  formula- 
tion of  a common  educational  policy  for  all  missions  in  the 
area;  and  the  making  of  representations  to  government. 

That  the  work  of  this  Union  be  consultative  and  advisory, 
and  in  no  sense  legislative  or  mandatory. 

A similar  conference  in  China  took  action  as  fol- 
lows : * 

While  each  mission  should  continue  to  maintain  as  many 
lower  primary  and  higher  primary  schools  as  it  needs  and  is 
able  to  support,  we  recommend  that  middle  schools  and  col- 
leges be  conducted  on  union  principles,  making  every  en- 
deavor to  keep  the  standard  of  education  as  high  as  possible, 
and  in  conformity  with  government  requirements,  each  par- 
ticipating mission  being  free  to  give  special  religious  instruc- 
tion in  its  hostels. 

While  union  in  theological  instruction  must  remain  optional 
with  the  various  churches,  we  rejoice  to  note  the  fact  that, 
where  such  union  has  been  tried,  theological  complications 
have  not  arisen  thus  far;  and,  inasmuch  as  provision  for 
higher  theological  instruction  entails  too  heavy  a burden 
upon  any  single  mission,  we  recommend  union  in  such  work. 

We  recommend  that,  wherever  possible,  united  summer 
Bible  schools  be  held  in  suitable  centers  for  the  Chinese 
Church  workers,  both  men  and  women. 

* See  section  on  Christian  education  in  “Mission  Problems  rnd  Poli- 
cies in  Asia.” 


78 


EDUCATIONAL  MISSIONS 


Glancing  back  over  these  urgent  requirements,  and 
only  a few  out  of  many  have  been  touched  upon  in 
this  chapter,  it  is  not  difficult  to  realize  that  educa- 
tional missions  have  now  come  to  the  most  interesting 
and  also  the  most  critical  stage  of  their  development. 
An  era  of  enlargement  and  reorganization  is  imme- 
diately before  us.  The  call  is  loud  and  insistent  for 
clear  and  careful  thinking  on  the  part  of  adminis- 
trators, both  at  home  and  on  the  mission  fields,  for 
financial  support  on  a much  more  liberal  scale  than 
is  supplied  at  present,  and  for  unstinted  intercession 
on  the  part  of  God’s  people  the  world  over.  And 
weightier  than  ever,  and  more  urgent  by  far,  is  the 
demand  for  large  numbers  of  the  most  gifted  and 
consecrated  college  men  and  women  of  the  West  to 
throw  their  lives  into  this  rewarding  service.  The 
opportunity  is  nothing  short  of  tremendous. 


CHAPTER  IV 


HIGHER  EDUCATION 

Under  the  term  “higher  education”  are  included 
colleges  of  various  types,  universities,  theological 
schools,  normal  schools  and  colleges,  medical  schools, 
and  all  technical  schools  of  collegiate  or  post-collegiate 
grade.*  Apart  from  the  theological  schools,  these  are 
all  of  comparatively  late  date.  The  higher  educa- 
tional institutions  in  the  mission  field  are  but  the 
legitimate  and  necessary  outgrowth  of  high  schools, 
which  in  turn  were  but  enlarged  and  developed  inter- 
mediate and  boarding  schools.  Since  there  was  no 
standard  by  which  it  could  be  definitely  decided  when 
a high  school  became  a college,  there  developed  a va- 
riety of  usages  in  different  missions  and  in  different 
countries,  and  even  in  the  same  mission  in  the  same 
country. 

Apart  from  the  University  scheme  of  India, f which 
places  a definite,  boundary  between  the  college  and  the 
preparatory  school,  there  is  nowhere  to-day  in  the 
mission  field  a definite  standard  for  a college  or  for  a 
university.  Some  institutions  under  one  mission  often 
bear  the  dignified  name  of  college,  when  an  institu- 
tion of  a higher  grade  and  giving  a more  thorough 
educational  discipline  under  another  society,  or  in 
another  country,  is  still  called  a high  school. 

In  other  words,  in  speaking  of  mission  institutions, 

*For  higher  education,  see  section  on  Christian  education  in  “Mis- 
sion Problems  and  Policies  in  Asia.” 

t For  higher  education  in  India,  see  the  Year  Book  of  Missions  in 
India,  1912,  pp.  276-286. 


79 


8o 


EDUCATIONAL  MISSIONS 


college  is  a relative  term.  However,  for  the  purposes 
of  our  consideration  here,  we  shall  assume  that  those 
educational  institutions  throughout  the  mission  fields 
may  be  termed  “colleges”  which  aim  to  offer  an  edu- 
cation corresponding  to  that  given  in  the  average 
Western  college. 

The  frequent  assumption  that  there  are  no  genuine 
missionary  colleges  is  entirely  wrong.  In  the  great 
field  of  missionary  education  many  institutions  stand 
out  conspicuously  as  pioneers  and  leaders,  in  every 
way  worthy  of  the  name  they  bear.  The  fact  that 
so  many  of  these  colleges  have  within  the  brief  period 
of  their  existence  made  such  remarkable  advance 
stands  well  to  the  credit  of  their  founders,  and  is 
constant  demonstration  of  the  necessity  of  their  or- 
ganization and  development.  Even  the  oldest  of  these 
cover  a period  of  less  than  fifty  years  from  the  high 
school  stage,  and  many  of  them  much  less  than  that. 
The  Madras  Christian  College  in  Madras,  India,  which 
is  probably  the  most  widely  known  of  all  the  Christian 
higher  educational  institutions  in  that  country,  was 
not  recognized  as  a college  until  1877.  St.  John’s 
College  in  Agra  graduated  its  first  B.A.  students  in 
1866,  and  Jaffna  College,  the  first  Christian  college  in 
Ceylon,  assumed  the  name  in  1872.  Robert  College, 
in  Constantinople,  Turkey,  the  oldest  and  perhaps  most 
widely  known  Christian  college  in  the  Levant,  assumed 
that  name  in  1863.* 

The  Syrian  Protestant  College  at  Beirut,  Syria, f 

* For  the  history  of  Robert  College,  see  Washburn’s  “Fifty  Years 
in  Constantinople.” 

For  the  life  of  Cyrus  Hamlin,  founder  of  Robert  College,  see 
Hamlin’s  “My  Life  and  Times.” 

t For  life  of  Daniel  Bliss,  founder  of  the  Syrian  Protestant  Col- 
lege, Beirut,  see  Creegan’s  “Pioneer  Missionaries  of  the  Church,” 
Chapter  XI. 

For  a crisis  in  the  Syrian  Protestant  College  at  Beirut,  see  Dennis’ 
“The  Modern  Call  of  Missions,”  Chapter  XV. 


HIGHER  EDUCATION 


81 


an  institution  also  of  wide  repute,  began  as  a higher 
educational  institution  in  1866;  and  the  Dosh- 
isha,  the  world-famed  pioneer  of  higher  Christian 
education  in  Japan,  received  its  first  class  of  eight 
pupils  in  a rented  building  toward  the  close  of  1875 ; 
while  the  Free  Church  Mission  School  in  Calcutta, 
India,  graduated  its  first  First  In  Arts  students  in 
1881. 

The  women’s  colleges  came  considerably  later,  and 
have  had  less  general  and  rapid  growth,  although 
girls’  boarding  schools  were  early  organized  by  the 
missionaries,  and  out  of  them  all  of  the  women’s  col- 
leges had  their  development.  The  Sarah  Tucker 
School  for  Girls  in  Palamcotta,  India,  was  organized 
in  1880;  and  the  American  College  for  Girls  at  Con- 
stantinople, now  Constantinople  College,  one  of  the 
best  known  girls’  colleges  in  the  Levant,  was  founded 
in  1891,  although  the  institution  from  which  it  grew 
was  a missionary  boarding  school,  dating  back  to  near 
the  middle  of  the  last  century.  Kobe  College  for  Girls 
in  Japan,  while  founded  in  1875,  did  not  really  enter 
upon  college  grade  and  college  work  until  considerably 
later ; and  the  Girls’  Department  of  Euphrates  College 
in  Harpoot,  Eastern  Turkey,  began  work  as  a college 
in  1878.  Since  1875  there  has  been  a comparatively 
rapid  increase  in  the  number  of  higher  educational 
institutions  for  both  men  and  women  in  practically 
all  countries  where  Christian  missions  have  become 
established.* 

It  is  impossible  even  to  catalogue  the  universities, 
colleges  and  higher  schools  of  learning  that  have 

* For  need  of  maintaining  Christian  colleges,  see  Edinburgh  Mis- 
sionary Conference  Report,  Vol.  Ill,  pp.  372,  373. 

See  also  “World-Wide  Evangelization,”  pp.  538-542;  “Students  and 
the  Modern  Missionary  Crusade,”  pp.  530-533. 

For  higher  education  in  missions,  see  Speer’s  “Missionary  Princi- 
ples and  Practice,”  Chapter  XIX. 


82 


EDUCATIONAL  MISSIONS 


grown  out  of  the  mission  work  around  the  world, 
many  of  which  are  conspicuously  prominent  in  the 
countries  where  they  are  established.*  These  are  to 
be  found  to-day  in  Spain  and  in  Italy ; in  Bulgaria 
and  Macedonia ; in  Asia  Minor,  Armenia,  Syria, 
Egypt,  South  Africa;  widely  extended  throughout 
India,  Ceylon  and  Burma,  and  the  leading  centers  of 
population  and  influence  in  China;  Japan,  the  Philip- 
pine Islands  and  other  islands  of  the  Pacific ; South 
America  and  Mexico. 

And  these  include,  in  addition  to  those  already 
named,  such  institutions  as  the  International  College, 
Smyrna ; Anatolia  College,  Marsovan ; Euphrates  Col- 
lege, Harpoot ; f Central  Turkey  College,  Aintab;  St. 
Paul’s  Institute,  Tarsus — all  in  Turkey;  the  Assiut 
College  in  Assiut,  Egypt;  and  the  colleges  in  Urumia, 
Tabriz  and  Teheran,  Persia.  In  India  we  have  the 
Christian  College  at  Allahabad ; the  Bishop's  College 
and  the  Scottish  Churches  College,  Calcutta ; United 
Free  Church  Institution  at  Nagpur;  American  Evan- 
gelical Lutheran  College  and  Theological  Seminary, 
Guntur;  Scott  Christian  College  at  Nagercoil;  Forman 
Christian  College,  Lahore;  Isabella  Thoburn  College 
and  Reid  Christian  College,  Lucknow ; St.  Stephen’s 
College,  Delhi ; Christ  Church  College,  Cawnpore ; 
Wesley  College,  Royapettah ; Voorhees  College,  Vel- 
lore ; and  many  others  that  space  will  not  permit  us  to 
mention.  In  Burma  and  Ceylon  there  are  the  Rangoon 
Baptist  College,  Rangoon;  Trinity  College  at  Kandy; 
and  Wesley  College  at  Colombo;  and  in  Siam  Bangkok 
Christian  College.  In  China  X there  are  such  well 
known  institutions  as  St.  John’s  University  in  Shang- 

* See  Appendix  B for  fuller  list  of  mission  colleges. 

t For  the  life  of  Crosby  H.  Wheeler,  founder  of  Euphrates  Col- 
lege, see  Creegan’s  “Pioneer  Missionaries  of  the  Church,”  Chapter  XX. 

% For  mission  schools,  colleges  and  universities  for  men  and  boys 
in  China,  see  “The  China  Mission  Year  Book,”  1910,  Chapter  V, 


Cushing  Memorial  Buildings,  Baptist  College,  Rangoon,  Burma 


HIGHER  EDUCATION 


83 


hai;  Wuchang  Union  University  and  Wesley  College 
in  Wuchang;  the  Canton  Christian  College*  and 
University  Medical  School  in  Canton ; Foochow  Col- 
lege in  Foochow;  St.  Stephen’s  College,  Hongkong; 
Union  College,  Flangchow;  Nanking  University; 
Union  Medical  School  at  Hankow ; Yale  College  in 
China,  Changsha;  Peking  University  and  the  North 
China  Educational  Union,  Peking;  and  the  Shantung 
Christian  University,  Shantung. f In  Japan:  the 
Anglo-Japanese  College,  Tokyo;  Meiji  Gakuin,  Yoko- 
hama; Anglo- Japanese  College,  Nagasaki.  In  Korea 
we  have  the  Severance  Medical  College  in  Seoul,  and 
the  Union  College  in  Pyeng  Yang.  There  is  the  Silli- 
man  Institute  in  the  Philippines ; J Queen’s  College, 
Nassau,  in  the  Bahamas;  Bird  College  in  Hayti;  and 
St.  Paul’s  Theological  College  in  Madagascar.  In 
Latin  America  are  the  Mackenzie  College,  Brazil ; the 
Mexico  City  College  and  Theological  Seminary,  Mex- 
ico; and  the  Colegio  Internacional,  Guadalajara, 
Mexico. 

This  is  not  by  any  means  an  exhaustive  list  of  the 
colleges  and  schools  of  higher  learning  scattered 
around  the  world.  We  have  here  mentioned  only  a few 
out  of  more  than  two  hundred  such  institutions.  But 
these  are  enough  to  give  an  impression  of  the  widely 
extended  area  into  which  higher  Christian  education 
has  already  penetrated,  and  in  which  it  has  strongly 
intrenched  itself. 

The  theological  and  training  schools  are  even  more 
numerous  than  the  colleges  and  technical  schools,  and 
are  more  widely  scattered,  with  a far  greater  variety 

* For  the  beginning  of  Canton  Christian  College,  see  Henry’s  “The 
Cross  and  the  Dragon,”  Chapter  XXIV. 

t See  Fisher’s  “Calvin  Wilson  Mateer”  and  Mateer’s  “Character 
Building  in  China.” 

t For  education  in  the  Philippines,  see  The  Atlantic  Monthly  for 
May,  1913,  pp.  577-585. 


84 


EDUCATIONAL  MISSIONS 


in  equipment,  courses  of  study,  and  character  of  work 
done.  A considerable  number  of  the  colleges  have 
theological  departments,  while  many  schools  for  the 
training  of  Christian  workers  are  hardly  worthy  of 
being  classified  as  theological  seminaries,  or  even  theo- 
logical schools.  Many  of  these  bear  the  name  only  of 
“training  schools,”  in  which  the  missionary  personally 
conducts  a small  group  of  tested  men  through  limited 
courses  of  study,  with  a view  to  special  Christian 
service.  It  is  impossible  to  draw  any  definite  line 
between  training  classes  and  theological  seminaries. 
The  rise  is  gradual  from  the  simplest  training  class 
to  the  most  complete  theological  school.  Such  schools 
are  found  in  all  of  the  centers  where  mission  colleges 
exist,  and  in  many  other  sections  far  remote  from  the 
large  centers.  However  highly  developed  the  theolog- 
ical schools  may  be,  the  training  class  will  probably 
long  be  necessary,  especially  for  the  training  of  women 
for  direct  evangelistic  work.* 

The  medical  and  technical  schools  are  still  fewer. 
There  is  only  one  in  the  entire  Turkish  Empire,  in 
connection  with  the  Syrian  Protestant  College  in 
Beirut.  There  are  very  few  in  India  and  in  China, f 
and  none  in  Japan.  There  are  no  distinctly  separate 
and  independent  schools  of  technology  which  can  be 
classed  among  the  present  college  institutions.  Some 
of  the  colleges  are  adding  technical  courses. 

The  question  is  frequently  raised,  perhaps  not  as 
emphatically  now  as  some  years  ago,  as  to  why  it  is 
necessary  for  missionaries  to  conduct  higher  institu- 
tions of  learning.  There  are  some  who  claim,  as  has 
already  been  stated,  that  this  is  not  a part  of  the 
missionary  work  at  all,  that  it  belongs  to  pure  philan- 

* See  “Students  and  the  Modern  Missionary  Crusade,”  pp.  533-539- 

t For  medical  education  in  China,  see  “The  China  Mission  Year 
Book,”  1910,  Chap.  X. 


HIGHER  EDUCATION 


85 


thropy  or  to  the  local  government.  There  are  others 
who  take  the  ground  that  in  these  days  of  easy  travel 
it  is  cheaper  and  better  to  give  higher  education  to 
the  students  of  the  East  in  institutions  already  estab- 
lished in  Europe  and  America,  than  to  attempt  at 
large  expense  to  erect  and  equip  colleges,  universities, 
and  technical  schools  in  mission  fields.  In  answer  to 
the  first  question  as  to  why,  in  countries  like  Japan, 
where  the  national  educational  system  is  well  devel- 
oped and  the  national  universities  are  of  high  grade, 
missionaries  should  attempt  to  do  anything  outside 
of  the  theological  department  in  the  way  of  higher 
education,  we  need  but  refer  here  to  the  letter  quoted 
in  Appendix  D of  this  book,  in  which  the  plea  is  pre- 
sented for  a single  Christian  university  in  Japan,  for 
an  adequate  answer.  It  is  a recognized  fact  that  out 
of  non-Christian,  if  not  positively  anti-Christian,  na- 
tional institutions,  Christian  leaders  do  not  come.  If 
one  of  the  great  purposes  of  modern  missionary  work 
is  to  raise  up  well-equipped  leaders  from  among  the 
people  for  all  walks  of  life,  then  we  must  accept  the 
necessary  corollary  that  those  leaders  must  be  trained 
in  institutions  where  Christianity  is  lived  and  taught. 

This  does  not  fully  answer  the  question  as  to  why 
students  of  high  rank  should  not  receive  their  educa- 
tion in  the  West,  where  there  are  so  many  colleges 
and  universities  under  Christian  auspices,  and  all  seek- 
ing more  students.  It  is  impossible  to  discuss  this 
question  at  length  here,  but  among  the  various  reasons 
that  stand  out  prominently  is  the  fact  that,  if  the 
missionary  work  of  the  East  were  to  depend  for  its 
trained  leaders  upon  those  who  are  able  to  secure 
their  higher  education  in  institutions  in  Europe  and 
America,  the  work  would  necessarily  fail,  since  so 
small  a proportion  of  the  bright  students  of  Asia  can 
possibly  avail  themselves  of  a Western  education,  and 


86 


EDUCATIONAL  MISSIONS 


since  even  a smaller  proportion  of  those  who  are 
educated  in  the  West  return  as  effective  Christian 
workers  to  their  own  country.  To  this  should  be 
added  the  fact  that  the  expense  of  such  an  education 
for  even  a limited  few  in  the  West  would  be  far 
greater  than  the  expense  of  an  education  in  their  own 
country  and  one  that  is  better  adapted  to  their  needs. 
The  cost  of  bringing  twenty  students  from  India  to 
the  United  States  and  giving  them  here  a seven  years’ 
course  covering  college  and  theological  seminary,  and 
returning  them  to  India,  would  provide  an  endowment 
for  a school  in  India  that  would  be  capable  of  training 
a hundred  students,  not  only  for  seven  years  but  for 
a century  and  more.  At  the  same  time  the  chances 
are  that  the  education  given  to  these  hundred  students, 
in  their  own  country,  would  far  better  fit  them  for 
lives  of  direct  usefulness  and  leadership  than  the 
seven  years  of  study  would  the  twenty  who  received 
their  education  in  America.  A student  who  has  stud- 
ied for  seven  consecutive  years  out  of  his  own  coun- 
try, and  under  the  influence  of  a wholly  different 
civilization,  loses  tremendously  in  his  power  of  adapta- 
tion to  his  people,  and  in  some  cases  would  become 
so  denationalized  that  his  influence  would  be  almost 
ruined. 

Without  further  discussion  it  can  be  stated  with 
the  strongest  emphasis  that  the  Christian  Church  and 
the  Christian  community  cannot  be  built  up  anywhere 
in  non-Christian  lands  without  there  being  in  connec- 
tion with  that  Church  and  community  institutions  of 
higher  learning  for  the  education  of  the  Christian 
youth,  and  for  the  training  of  leaders  for  the  new 
Christian  society. 

Since  the  policy  of  mission  work  is  to  pass  over 
to  native  leaders  the  responsibility  for  the  work  as 
rapidly  as  they  are  trained  to  bear  it,  it  is  necessary 


HIGHER  EDUCATION 


87 


that  the  entire  missionary  educational  system  shall 
be  so  organized  as  to  produce  the  leaders  desired. 
Even  the  training  schools  themselves  will  be  passed 
over  to  native  control  and  direction  as  rapidly  as  they 
are  able  to  assume  that  responsibility.  So  that  within 
each  mission  country  there  will  be  established  educa- 
tional institutions  that  will  become  a part  of  the  coun- 
try itself,  supported  by  native  funds  and  directed  by 
native  minds. 

Arrangements  are  being  made  by  some  missionary 
societies,  as  well  as  by  some  of  the  colleges  in  the 
East,  to  offer  as  a reward  for  conspicuous  scholarship, 
or  for  services  rendered,  a one  or  two  years’  fellow- 
ship in  some  Western  institution.  Oriental  leaders 
have  recommended  and  urged  that  such  an  offer  be 
made  only  to  such  as  have  completed  their  college 
courses  in  their  own  country,  and  who  have  shown 
their  ability  of  leadership  by  conspicuous  service.  The 
students  who  would  enjoy  these  privileges  would  be 
necessarily  few;  but  there  is  every  reason  to  believe 
that  they  would  become  at  once  recognized  leaders 
upon  their  return  to  their  people.  A course  of  one  or 
two  years  in  the  West,  taken  together  with  the  advan- 
tages of  travel  and  the  new  outlook  which  they  would 
thus  secure  upon  the  world,  would  be  of  immense 
value  to  them  throughout  their  lives.  This  plan  has 
much  in  its  favor  and  will  probably  be  followed  more 
extensively  in  the  future. 

Because  the  mission  colleges  have  almost  without 
exception  grown  out  of  boarding  and  high  schools, 
most  of  them  have  either  passed  through  a period  of  a 
cramped  existence  or  are  now  in  the  midst  of  such  a 
period.  There  is  probably  not  a mission  college  to-day 
occupying  th^site  where  it  first  started  that  is  not 
clamoring  for  more  room.  As  has  already  been  stated, 
missionaries  did  not  set  out  in  their  educational  work 


88 


EDUCATIONAL  MISSIONS 


with  the  idea  of  building  or  conducting  colleges.  The 
intermediate  schools  grew  out  of  the  primary;  the 
high  schools  out  of  the  intermediate ; and  the  college 
came  last  of  all,  thus  breaking  over,  in  its  demands  for 
buildings  and  for  ground,  everything  that  had  pre- 
ceded. In  very  many  cases  it  was  impossible  to  en- 
large the  grounds  originally  occupied,  owing  to  the 
inability  to  purchase  adjacent  land. 

This  has  led  to  an  enlargement  of  the  plants  of  the 
higher  educational  institutions  in  a large  number  of 
instances,  and  the  seeking  for  enlargement  in  perhaps 
as  many  more.  The  Madras  Christian  College  has 
vastly  outgrown  its  original  plant.  The  Assiut  Col- 
lege in  Egypt  was  unable  to  develop  on  its  old  ground, 
and  at  large  expense  was  compelled  to  go  some  dis- 
tance to  a wholly  new  site,  and  there  start  its  plant 
anew.  The  American  College  for  Girls  at  Constanti- 
nople was  cramped  in  the  heart  of  the  old  city  of 
Scutari,  on  the  Asiatic  side  of  the  Bosphorus,  and  only 
within  a year  or  two  has  it  been  able  to  secure  a 
commodious  site  on  the  European  side,  to  which  the 
entire  college  moved  in  1913.  The  International  Col- 
lege in  Smyrna  struggled  for  years  to  adapt  itself  to 
its  old  site  in  the  heart  of  the  city  of  Smyrna,  but 
in  1913  had  secured  a large  ground  in  one  of  the 
suburbs  and  moved  the  whole  plant  over  to  a site 
that  will  be  ample  for  development  for  many  years 
to  come.  The  Syrian  Protestant  College,  of  Beirut, 
has  been  able  to  enlarge  its  original  holdings  without 
moving  the  college.  This  can  also  be  said  of  the 
Doshisha,  in  Japan.  The  Girls’  College  in  Kobe, 
Japan,  has  felt  the  pinch  of  its  restricted  quarters, 
with  its  increased  attendance,  but  was  able  a few 
years  ago  to  secure  an  additional  site  that  temporarily, 
at  least,  relieved  the  situation.  The  Peking  Univer- 
sity, within  the  walls  of  the  old  city,  would  have  been 


HIGHER  EDUCATION 


89 


compelled  to  move  to  a new  site  were  it  not  for  the 
fact  that  it  was  able,  at  the  time  of  the  Boxer  uprising 
and  subsequently,  to  secure  considerable  additions  to 
its  original  plant.  It  has  been  so  successful  in  expan- 
sion- that  it  has  been  proposed  to  make  the  enlarged 
plant  the  site  of  the  new  proposed  Christian  University 
for  North  China.  In  Nanking  and  in  Shantung,  in 
preparation  for  the  two  Union  Universities,  it  was 
necessary  to  go  outside  of  the  old  ground  and  secure 
an  entirely  independent  piece  of  land. 

It  is  not  wholly  to  be  regretted  that  the  necessity  of 
starting  anew  has  been  forced  upon  so  many  of  the 
mission  colleges.  Often,  in  the  earlier  days,  when  it 
was  more  difficult  for  the  missionary  to  secure  real 
estate,  he  was  glad  to  get  any  kind  of  site  anywhere, 
in  order  to  start  his  work,  so  that  many  a mission 
college  to-day  is  trying  to  carry  on  work  not  only  in 
cramped  quarters,  but  in  a part  of  the  city  which  is 
most  unsuited  for  the  purposes  and  work  of  a higher 
institution  of  learning.  It  may,  therefore,  be  regarded 
as  providential  in  many  instances  that  it  was  impossi- 
ble to  secure  adjoining  land,  and  that  the  college  was 
forced  to  seek  a new  position  in  a place  well  chosen 
and  with  ample  space  for  later  developments.  The 
colleges  that  are  now  securing  new  sites  are  doing  so 
in  the  light  of  past  experience,  and  with  a long  look 
to  the  future. 

Many  of  the  colleges  that  have  recently  gone  into 
new  quarters  have  prepared  a careful  plat  of  their 
ground,  marking  the  location  of  the  buildings  that  are 
now  being  erected  and  those  that  are  hoped  for  even 
in  the  remote  future.  For  example,  the  Canton 
Christian  College,  in  China,  one  of  the  younger  Chris- 
tian colleges,  had  a scientific  plat  of  the  college  ground 
prepared,  showing  at  a glance  the  provision  made  for 
the  future  development  of  the  institution.  This  was 


90 


EDUCATIONAL  MISSIONS 


done  also  by  other  institutions,  like  the  American  Col- 
lege at  Madura,  in  Southern  India,  which  entered  upon 
a new  site  within  the  last  few  years,  and  the  Nanking 
Union  University,  which  is  now  developing  its  new 
site  in  the  city  of  Nanking.  We  may  confidently 
expect  that  during  the  next  decade  there  will  be 
marked  progress  in  the  way  of  the  development  of  the 
missionary  college  sites  and  grounds,  and  the  erection 
of  buildings.  Many  to-day  have  plants  that  are  prob- 
ably far  in  excess  of  the  imagination  of  those  who 
have  never  visited  a mission  field,  and  it  would  un- 
doubtedly surprise  most  visitors  to  see  their  extent, 
even  in  their  present  stage  of  development. 

What  has  been  said  of  the  college  plant  as  a whole 
applies  also  to  the  college  buildings.  Many  of  the 
buildings  of  the  old  colleges  which  have  not  been 
changed  are  unworthy  of  the  name  they  bear,  because 
of  the  fact  of  their  growth  without  architectural 
design,  and  of  their  being  painfully  ill-adapted  to  col- 
lege work  rather  than  constructed  for  it. 

The  proper  style  of  architecture  for  a mission  col- 
lege has  not  yet  been  decided  upon.  Probably  there 
can  be  no  single  form  of  building  that  is  especially 
adapted  to  the  Eastern  college  any  more  than  could 
be  expected  here  in  the  West.  In  fact,  if  we  speak 
of  the  colleges  in  the  East  as  a whole,  we  must  expect 
a greater  variety  of  architecture  than  we  would  look 
for  in  the  college  buildings  of  America,  for  instance, 
or  of  England — because  of  the  difference  in  climate. 
The  tropics  must  necessarily  have  a form  of  architec- 
ture suited  to  severe  heat — that  is,  with  deep  verandas 
and  projecting  roofs,  and  with  corridors  upon  the  out- 
side of  the  building  rather  than  through  the  center. 
Many  of  the  mission  colleges  in  India  have  this  form 
of  architecture,  which  seems  well  adapted  to  their 


Front  Elevation  of  the  Y.  M.  C.  A.  Building,  now  in  Process  of  Erection,  at 
Canton  Christian  College,  Canton,  China 


HIGHER  EDUCATION 


91 


purpose,  although  it  would  be  quite  out  of  place  in  a 
country  with  a colder  climate. 

The  question  is  seriously  arising  in  China  as  to  what 
style  of  college  building  should  be  adopted,  viz., 
whether  it  should  be  some  modification  of  Chinese 
architecture,  or  of  a purely  Western  character.  It  is 
an  interesting  fact  that  the  Chinese  themselves,  in 
erecting  their  new  and  modern  school  buildings,  have 
largely  adopted  the  Western  style  of  architecture. 
There  is  no  distinctive  Chinese  method  of  construction 
for  large  buildings  which  could  be  made  available  for 
modern  school  purposes.  The  Chinese  have  not, 
hitherto,  erected  large  buildings  except  in  an  ungainly, 
wasteful  and  impracticable  form.  And  they  them- 
selves would  be  the  last  to  attempt  to  adapt  that  style 
of  building  to  Western  institutions.  In  Japan  the 
government  has  erected  modern  buildings  for  its 
universities  and  schools.  These  have  contained  prac- 
tically nothing  that  is  even  suggestive  of  Japanese  art. 
They  have  been  built  on  Western  lines  in  large  part, 
although  frequently  in  their  interior  construction  they 
have  not  followed  out  with  thoroughness  and  com- 
pleteness the  Western  idea.  These  two  illustrations 
are  sufficient  to  make  clear  the  point  that  the  mis- 
sionary college  cannot  be  expected,  in  the  construction 
of  its  plant,  to  follow  strictly  the  style  of  architecture 
of  the  country  in  which  the  plant  is  situated.  Europe 
and  America  must,  for  the  most  part,  furnish  the 
architecture  for  the  modern  college  building  in  the 
East. 

The  new  buildings  that  are  now  being  erected  widely 
throughout  the  mission  field  for  higher  educational 
purposes  are  almost  wholly  built  in  accordance  with 
plans  prepared  by  European  and  American  architects. 
In  some  instances  the  architect  has  gone  to  the  field, 
as  in  the  case  of  Robert  College  and  the  American 


92 


EDUCATIONAL  MISSIONS 


College  for  Girls  in  Constantinople,  and  there  upon 
the  ground  has  studied  the  question,  prepared  his 
plans  and  superintended  the  construction.  In  most  of 
the  mission  fields  it  is  still  unsafe — and  probably  will 
be  for  years  to  come — to  trust  to  native  architects 
the  plans  for  the  construction  of  large  college  build- 
ings, suited  to  meet  the  requirements  of  modern 
education.* 

Probably  a general  standard  as  to  the  form  of  archi- 
tecture will  ultimately  be  arrived  at,  suited  to  the  con- 
ditions of  climate,  the  habits  and  customs  of  the  peo- 
ple, and  the  needs  of  the  institution.  There  is  no 
doubt,  however,  that  when  this  style  is  discovered  it 
will  be  largely  Western,  though  it  may  wisely  include 
features  reflecting  the  individuality  of  the  architecture 
of  the  country,  where  such  will  not  interfere  with 
efficiency,  nor  the  artistic  harmony  of  the  whole. 
Such  a combination  is  seen  in  the  plans  for  the  en- 
largement of  the  University  of  Nanking,  and  it  is  not 
without  a real  artistic  value. 

In  providing  facilities  for  higher  education  in  the 
mission  fields,  due  regard  must  be  had  for  equipment. 
It  will  probably  not  be  regarded  as  an  exaggeration 
to  state  that  there  is  not  a missionary  college  or  theo- 
logical seminary  or  university  or  medical  or  technical 
school  anywhere  in  the  mission  fields  of  the  world 
that  is  adequately  equipped.  This  statement  may  seem 
to  be  too  sweeping;  and  yet  from  a wide  experience  in 
many  mission  fields,  and  from  conference  and  corre- 
spondence with  others  who  have  had  an  experience  no 
less  extended,  this  statement  is  made.  The  demand  in 

* This  incidentally  raises  the  question  which  is  now  under  discus- 
sion in  missionary  societies  as  to  whether  it  would  not  be  wise  econ- 
omy to  appoint  competent  Christian  architects  as  missionaries.  Indeed, 
some  have  already  been  appointed,  and  prospective  missionaries  with 
a training  in  architecture  need  have  no  fear  that  there  will  not  be 
opportunity  on  the  mission  field  for  the  exercise  of  their  special  gifts. 


Plan  of  the  University  of  Nanking,  Nanking,  China 


HIGHER  EDUCATION 


93 


the  mission  field  for  higher  education,  and  the  readi- 
ness of  the  missionaries  to  yield  to  the  pressure  placed 
upon  them,  have  led  to  the  development  of  these  insti- 
tutions more  rapidly  than  the  constituencies  were  ready 
to  provide  equipment.  Under  the  word  equipment  we 
may  include  buildings,  although  there  are  some  col- 
leges that  are  now  pretty  well  equipped  with  build- 
ings. But  we  refer  more  especially  to  the  libraries, 
the  laboratories  and  apparatus  for  experimentation 
and  technical  work.  In  other  words,  the  higher  edu- 
cational department  of  missions  has  developed  exten- 
sively more  rapidly  than  it  has  matured  intensively. 
An  American  teacher  going  to  any  of  these  institu- 
tions would  probably  be  at  first  disappointed  at  its 
meager  equipment,  as  he  found  the  library  lacking  in 
the  necessary  books  on  science,  history  and  literature, 
and  the  laboratories  deficient  in  apparatus  required  for 
the  demonstration  of  the  subjects  taught.  One  of  the 
reasons  given  for  the  fact  that  technical  schools  have 
made  so  little  progress  is  that  the  college  has  not  the 
funds  with  which  to  secure  the  necessary  apparatus 
and  machinery  to  make  the  school  a success. 

Let  it  not  be  understood,  however,  from  anything 
that  is  here  said,  that  these  schools  are  devoid  of  this 
sort  of  equipment.  Many  of  them  are  probably  as 
well  equipped  as  a large  number  of  the  smaller  Ameri- 
can colleges;  and  when  we  bear  in  mind  that  a large 
number  of  these  mission  schools  stand  alone,  not  sub- 
ject to  comparison  with  other  institutions  better 
equipped,  we  can  understand  how  it  is  that  even  under 
these  conditions  the  missionaries  have  been  able  to  do 
first  grade  work  with  second  grade  apparatus.  The 
ingenuity  of  the  teacher  has  been  often  taxed  to  the 
utmost;  but  it  has  produced  results  of  real  educative 
and  inspirational  value  upon  the  students.  It  may  be 
that  Oriental  students  will  find  that  their  education 


94 


EDUCATIONAL  MISSIONS 


in  laboratories,  the  apparatus  of  which  was  in  a 
large  measure  manufactured  by  the  teacher  with  their 
assistance,  will  be  of  greater  permanent  value  than 
the  same  instruction  and  the  same  experiments  would 
have  been  in  a laboratory  equipped  with  all  the  latest 
improvements.  Admirable  educational  work  has  been 
done  under  unfavorable  conditions,  and  all  honor  is 
due  to  the  pioneer  educators  in  the  higher  departments 
of  learning  who  have  triumphed  over  these  equipment 
deficiencies  through  their  own  skill  and  ingenuity. 
The  time  has  come,  however,  when  better  equipment 
is  imperative  to  meet  the  requirements  of  the  new  and 
awakening  East.  Students  of  science,  theology,  the 
history  of  literature  and  of  government,  must  be  pro- 
vided with  modern  books  upon  these  subjects,  else 
they  will  have  just  ground  to  complain  that  the  colle- 
giate education  which  the  missionaries  pretend  to  give 
them  in  their  institutions  is  not  collegiate  at  all.  To 
satisfy  and  hold  the  Eastern  student  to-day,  we  must 
be  prepared  to  educate  him  along  modern  lines,  and 
with  modern  equipment. 

There  arises  here  the  very  important  question  of  the 
cost  of  providing  for  this  type  of  work.  One  of  the 
most  practical  and  pressing  problems  of  educational 
missions  is  that  of  the  maintenance  of  institutions  of 
higher  learning.  The  expense  of  missionary  colleges 
at  the  beginning  was  small  and  societies  made  regular 
appropriations  from  their  treasuries  to  meet  expenses 
not  met  by  local  receipts.  In  the  earlier  colleges  there 
was  generally  only  one  missionary,  or,  at  the  most, 
two,  who  gave  much  time  to  the  work  of  the  school. 
These  were  on  the  same  basis  as  other  missionaries, 
and  as  such  drew  their  support  from  the  regular 
treasury  of  the  society,  and  had  responsibilities  also 
outside  the  college  in  connection  with  other  forms  of 
missionary  activity.  But,  owing  to  the  rapid  growth  of 


HIGHER  EDUCATION 


95 


modern  education  in  mission  fields,  it  has  become  nec- 
essary to  set  apart  presidents  or  principals  of  these 
colleges  for  this  work  alone.  In  most  instances  there 
have  been  associated  with  them  one  or  several  other 
appointees,  some  selected  by  the  mission,  some  ap- 
pointed by  the  mission  board  directly  to  the  institu- 
tion for  permanent  or  for  term  service.  This  has 
necessarily  increased  the  expense. 

From  the  beginning,  mission  colleges  as  a whole 
have  been  nearer  to  self-support  than  American  insti- 
tutions of  similar  grade  and  character.  While  Asiat- 
ics, compared  with  the  people  of  Europe  and  America, 
are  poor,  they  have  been  quick  to  realize  that  there 
is  a real  commercial  value  in  higher  education. 
They  readily  observed  that  while  their  children,  unedu- 
cated, would  be  able  to  earn  only  a scant  living  in  a 
humble  way,  they  would  be  able,  if  they  received  a full 
course  in  instruction,  to  earn  a much  larger  wage  in 
a more  honorable  position.  It  was  but  natural,  there- 
fore, for  the  Oriental  father  to  be  ready  to  pay  lib- 
erally for  an  education  for  his  children,  and  especially 
for  his  boys.  They  have  not,  however,  been  unmindful 
of  the  value  of  an  education  for  their  girls  as  well. 
After  the  old  prejudices  had  been  overcome,  they  saw 
that  there  were  positions  of  influence  and  responsi- 
bility opening  to  educated  girls.  But,  more  than  this, 
they  saw  that  education  opened  the  way  for  a more 
honorable  marriage — one  that  would  give  their  daugh- 
ters a rank  and  standing  peculiar  to  itself.  It  was 
but  natural  that  the  young  man  who  had  received  a 
liberal  education  should  want  as  a wife  one  equally 
trained.  This  change  of  attitude  has  been  of  real 
financial  aid  in  the  support  of  higher  education.  When 
we  add  to  all  this  the  development  of  technical  educa- 
tion, and  the  calls  coming  from  the  various  govern- 
ments for  technically  trained  men,  we  can  understand 


g6 


EDUCATIONAL  MISSIONS 


why  it  has  become  easier  to  secure  a larger  tuition  fee 
to  aid  in  the  payment  of  the  expenses  of  the  insti- 
tution. 

As  an  illustration  of  the  unusual  proportion  of  the 
support  coming  to  some  of  these  mission  colleges  from 
native  sources,  we  may  take  the  financial  statement 
of  Robert  College,  at  Constantinople,  covering  the 
report  of  the  college  for  the  college  year  1911-1912. 
This  report  shows  that  the  amount  paid  for  the  sal- 
aries of  the  president  and  faculty  for  the  year  under 
review  was  sixty-nine  thousand  eight  hundred  and 
eighty- three  dollars  ($69,883),  and  that  the  amount 
received  from  students  for  board,  tuition  and  room 
rent  was  seventy  thousand  four  hundred  and  sixty- 
seven  dollars  ($70,467) — almost  one  thousand  dollars 
($1,000)  in  excess  of  what  the  entire  salary  expense 
of  the  college  cost  the  administration.  The  cost  for 
board  of  the  students  was  a little  over  thirty-seven 
thousand  dollars  ($37,000),  only  a little  more  than 
one-half  of  the  amount  which  the  students  themselves 
paid  for  all  purposes.  To  put  it  in  other  words,  the 
students  paid  their  own  boarding  expenses  and  almost 
one-half  of  the  salary  account  of  the  college. 

This  fairly  represents  the  state  of  higher  education 
in  Turkey  with  reference  to  the  support  received  from 
the  country.  Similar  reports  from  institutions  of  this 
same  character  in  India,  China,  Japan  and  other  coun- 
tries are  not  so  favorable.  It  may  be  that  in  those 
countries  the  people  are  less  able  to  pay.  Or  it  may 
be  that  from  the  beginning  the  missionaries  engaged 
in  educational  work  in  the  farther  East  have  not  been 
as  alert  in  teaching  the  people  that  modern  education 
has  a value,  and  that  if  they  expect  to  avail  themselves 
of  it  for  their  sons  and  daughters  they  must  help 
support  the  institutions  of  learning.  There  is  a grow- 
ing feeling  on  the  part  of  educators  that  free  educa- 


HIGHER  EDUCATION 


97 


tion,  at  least  in  the  higher  departments,  for  the  pupils 
of  the  East  has  a doubtful  value.  The  Asiatic  is  all 
too  willing  to  receive  help  from  the  West,  and  it  may 
be  that  missionaries  have  not  been  as  eager  to  promote 
self-support  in  educational  work  as  they  might  have 
been.* 

It  goes  without  saying,  however,  that,  under  the 
new  impetus  which  modern  education  is  receiving 
throughout  the  missionary  world,  it  would  be  futile 
to  look  for  an  increase  of  native  resources  sufficient 
to  meet  the  rapidly  increasing  expenses  of  all  of  this 
higher  educational  work.  Some  of  the  institutions, 
like  those  already  mentioned,  have  probably  reached, 
for  the  present,  at  least,  the  limit  of  the  amount  which 
they  may  expect  from  the  students.  We  may  antici- 
pate that  in  India  the  government  will  be  more  liberal 
in  its  subsidy  granted  for  higher  educational  work, 
and  it  is  not  impossible  that  China  may  adopt  a similar 
method  of  aid  to  institutions  that  meet  the  approval 
of  the  national  government.  However  this  may  be,  it 
is  still  evident  that  if  the  higher  educational  institu- 
tions in  the  mission  field  are  to  meet  the  demands  of 
the  missions  and  adequately  develop  their  courses,  they 
must  have  an  increased  income.  It  is  also  clear  that 
this  added  income  cannot  be  expected  from  the  regu- 
lar treasuries  of  the  missionary  societies.  There  has 
never  been  any  question  as  to  whether  it  was  proper 
to  use  missionary  funds  for  the  training  of  men  for 
the  Christian  ministry,  and  women  for  direct  Chris- 
tian work, — as  assistants  to  pastors  and  as  leaders  of 
woman’s  evangelism.  But  there  is  practical  agreement 
in  the  conclusion  that  it  would  not  be  wise  to  turn 
any  appreciable  increased  amount  of  the  receipts  of  the 
regular  missionary  societies  into  the  enlargement  and 
better  equipment  of  the  missionary  colleges  and  tech- 

* See  Allen’s  “Missionary  Methods — St.  Paul’s  and  Ours.” 


98 


EDUCATIONAL  MISSIONS 


nical  schools.  These  institutions  must  have  endow- 
ment sufficient  to  meet  their  requirements,  so  that  they 
will  not  be  compelled  to  draw  for  their  support  upon 
missionary  funds,  or  be  dependent  upon  irregular  and 
special  gifts  from  individuals. 

Some  missionary  societies,  like  the  American  Board 
of  Commissioners  for  Foreign  Missions,  are  raising  a 
higher  educational  fund  of  considerable  proportions, 
the  income  of  which  is  to  be  used  to  pay  the  salaries 
of  missionaries  who  give  their  entire  time  to  higher 
educational  work,  and  also  to  meet  other  expenses  of 
these  institutions.  It  is  the  ideal  and  hope  of  mission- 
ary societies  and  corporations  who  have  under  their 
care  schools  of  this  character  in  the  East  to  secure 
endowments,  the  principal  to  be  held  in  the  home  coun- 
try, and  the  income  only  to  be  used  for  meeting  the 
needs  of  these  institutions.  The  difference  in  the  cost 
of  living  and  labor  between  the  East  and  West  makes 
it  possible  for  a small  endowment  held  by  a home 
board  for  an  Eastern  college  to  accomplish  vastly 
larger  results  than  would  be  possible  from  a similar 
endowment  for  an  institution  in  the  West. 

As  an  explanation  of  the  difference  in  expense  for 
a similar  work  in  Eastern  and  Western  institutions,  it 
is  significant  that  the  president  of  a missionary  college 
is  paid  a salary  on  a missionary  basis,  which  is  merely 
the  amount  required  to  cover  his  living  expenses  from 
year  to  year.  Tutors  and  professors  sent  out  from 
the  homeland  are  paid  in  the  same  way.  Most  of  the 
teachers  and  professors  are  natives  of  the  country  in 
which  the  college  is  located,  though  many  have  pur- 
sued graduate  courses  in  the  West.  Their  salaries  are 
considerably  less  than  those  of  the  missionary  teachers. 
In  some  mission  colleges  a native  professor,  with  uni- 
versity degrees,  is  able  to  live  comfortably  upon  an 
annual  salary  of  from  four  hundred  to  seven  hundred 


HIGHER  EDUCATION 


99 


dollars  ($400-$70o),  while  teachers  and  tutors  of  ex- 
cellent ability  are  secured  for  half  that  amount.  The 
total  expense  of  a boy  or  girl  for  a year  in  many  of 
these  Eastern  colleges  does  not  exceed  sixty  dollars 
($60),  and  very  seldom  does  it  amount  to  one  hundred 
dollars  ($100). 

It  has  been  estimated  that  an  endowment  of  one 
hundred  thousand  dollars  ($100,000) — a sum  hardly 
sufficient  to  cover  a full  professorship  in  many  Ameri- 
can universities — is  ample  to  cover  all  the  demands  of 
a young  mission  college  or  a theological  seminary. 
One  missionary  society  has  on  its  list  thirty-five  higher 
educational  institutions.  It  has  issued  the  statement 
that  an  average  endowment  of  one  hundred  thousand 
dollars  ($100,000)  each  for  these  thirty-five  institu- 
tions would,  at  the  present  time,  meet  all  the  cost  not 
provided  for  from  local  sources,  and  would  put  these 
institutions  well  upon  their  feet  and  give  them  con- 
siderable power  of  growth.  Moreover,  it  is  probably 
not  an  exaggeration  to  say  that  an  endowment  for  an 
Eastern  college  is  worth  to  that  college  at  least  five 
times  as  much  as  a similar  endowment  would  be  to 
a Western  institution;  and  under  certain  circumstances 
it  can  be  demonstrated  that  it  would  be  worth 
ten  times  as  much.  One  missionary  society  in  securing 
endowment  for  its  higher  educational  institutions  has 
already  obtained  a considerable  sum  as  an  endowment 
for  the  institutions  as  a whole,  the  income  being  avail- 
able for  whichever  ones  of  these  colleges  or  theological 
schools  may  be  in  greatest  need,  in  accordance  with 
the  judgment  of  the  controlling  board.  While  indi- 
vidual institutions  have  individual  endowments,  the 
plan  is  to  build  up  the  central  endowment,  the  income 
of  which  can  be  turned  from  one  institution  to  another 
as  circumstances  demand.  This  plan  is  working  well, 


100 


EDUCATIONAL  MISSIONS 


and  does  not  at  all  interfere  with  the  individual  en- 
dowment of  separate  institutions. 

Already  legacies  have  been  received  by  some  col- 
leges from  native  sources.  There  is  every  reason  to 
believe  and  expect  that  these  mission  schools  of  higher 
learning  will  so  commend  themselves  to  the  intelligent 
and  wealthy  natives  of  the  countries  in  which  they 
have  grown  up  that  they  will  receive  increasing  aid  in 
the  form  of  large  gifts  for  sites  and  buildings,  or  large 
legacies  for  increasing  the  plant  or  for  providing  schol- 
arships for  poor  but  worthy  students,  or  for  building 
up  an  endowment  to  supply  the  general  needs  of  the 
institution. 

It  is  impossible  to  consider  in  detail  in  this  chapter 
the  matter  of  the  curricula  of  these  higher  educa- 
tional institutions.  They  differ  widely  in  different 
institutions,  and  in  various  degrees  of  development. 

In  the  theological  schools,  including  the  training 
class,  one  finds  practically  every  grade  of  instruction 
from  the  simplest  kind  of  Biblical  teaching  by  the 
general  evangelistic  missionary  to  a thoroughly  or- 
ganized theological  curriculum,  including  the  princi- 
pal studies  taught  in  similar  institutions  in  Europe 
and  America.  There  is  less  emphasis  put  upon  He- 
brew and  Greek  in  the  missionary  theological  college 
than  in  America.  More  emphasis,  however,  is  placed 
upon  Biblical  exegesis,  and  probably  in  most  cases 
a more  thorough  study  of  the  development  of  Chris- 
tianity in  the  world.  In  the  West  it  is  taken  for 
granted  that  the  students  have  a fundamental  knowl- 
edge of  the  history  of  Christianity,  while  little  de- 
pendence can  be  placed  upon  this  in  the  mission  field. 
Many  theological  schools  put  unusual  emphasis  upon 
the  practical  side  of  their  work,  the  students  dividing 
their  time  between  school  work  and  actual  preaching  in 
the  field,  under  the  guidance  of  a teacher.  The  en- 


HIGHER  EDUCATION 


IOI 


deavor  of  the  missionaries  is  to  make  the  theological 
course  meet  the  needs  of  the  people  and  the  Church 
in  the  country  where  the  institution  is  situated.  It 
would  be  unwise  and  even  impossible  to  standardize 
the  theological  schools  of  the  East;  but  as  they  be- 
come more  highly  organized,  especially  under  the  co- 
operation of  various  missions,  we  may  expect  a better 
developed  theological  curriculum. 

It  is  a mistake  to  suppose  that  in  most  of  the  mission 
colleges  and  technical  schools  the  instruction  is  not 
thorough,  or  that  the  curriculum  is  not  of  a high 
grade.  In  Appendix  C there  will  be  found  more  ex- 
tended statements  regarding  the  curricula  of  collegiate 
institutions,  so  that  this  subject  need  not  be  dwelt  upon 
here.  Two  features  of  these  curricula,  however,  merit 
a brief  mention. 

In  the  collegiate  work,  running  through  all  of  these 
higher  institutions,  emphasis  is  put  upon  religious 
training.  It  has  been  clearly  demonstrated  in  many 
test  cases  that  the  students  have  a better  knowledge 
of  the  Bible  than  a similar  body  of  students  in  the 
colleges  of  the  United  States.  With  few  exceptions 
there  are  daily  lessons  in  the  Bible,  or  in  some  allied 
Christian  subjects,  for  every  pupil  in  the  institution; 
and  these  lessons  are  a part  of  the  regular  curriculum. 
The  ground  is  taken — and  well  taken — that  an  East- 
ern student  who  aspires  to  stand  before  his  people  or 
the  world  as  educated  must  have  a definite  knowl- 
edge of  what  Christianity  is ; and  this  can  be  obtained 
only  by  making  a study  of  it.  While  there  is  no  re- 
ligious test  for  admission  or  graduation,  there  is  an 
insistence  upon  religious  study  as  a part  of  the  cur- 
riculum. 

More  emphasis  is  put  upon  the  study  of  native  lan- 
guages than  upon  the  dead  languages,  although  Latin 
and  Greek  are  taught  in  some  of  the  colleges,  but  only 


102 


EDUCATIONAL  MISSIONS 


as  electives.  All  have  special  courses  of  instruction 
in  the  languages  of  the  country,  and  some  of  these 
are  extensive.  For  instance,  in  Turkey,  where  the 
language  of  the  student  may  be  Armenian  or  modern 
Greek,  it  is  necessary  to  teach  Turkish,  the  language 
of  the  country,  which  is  a difficult  language.  Facilities 
for  Arabic  study  are  also  required.  Then  too,  while 
the  vernacular  may  be  either  Armenian  or  Greek,  each 
one  of  these  languages  has  a classical  form  which  is  as 
difficult  to  understand  as  Latin  is  for  the  English 
student.  These  languages  have  to  be  studied  scien- 
tifically, in  order  that  the  student  may  be  made 
familiar  with  his  own  classical  tongue,  in  which  the 
classic  and  historic  literature  of  his  race  is  preserved. 

In  addition  to  these  special  studies,  there  is  the  usual 
line  of  courses  demanded  by  all  educated  men  and 
women  East  or  West,  to  which  are  added  technical 
courses  according  to  the  local  requirements.  These 
are  all  subject  to  modification  under  the  new  and 
changing  conditions  in  Eastern  countries. 

We  have  yet  to  consider  the  teaching  force  in  these 
higher  institutions  of  learning.  As  has  been  stated 
already,  the  teachers  are  both  native  and  foreign,  the 
foreign  constituting  the  minority  in  practically  all 
cases,  and  a very  small  minority  in  most  cases,  while 
the  native  teaching  body  is  large  and  rapidly  in- 
creasing. In  some  of  the  mission  colleges  there  are 
only  one  or  two  American  or  European  teachers,  one 
of  whom  is  the  president  or  principal  of  the  institu- 
tion, while  others,  like  the  Syrian  Protestant  College 
in  Beirut,  St.  John’s  College  in  Shanghai,  and  the 
Peking  University,  have  a large  American  body  of 
professors  and  instructors,  in  addition  to  the  native 
force.  It  is  the  purpose  of  nearly,  if  not  quite,  all 
of  these  mission  institutions  to  engage  native  profes- 


HIGHER  EDUCATION 


103 


sors  as  rapidly  and  widely  as  an  efficient  educated 
native  staff  can  be  secured. 

It  has  seemed  necessary  in  many  instances  to  re- 
tain a considerable  body  of  American  and  European 
teachers  in  order  to  maintain  the  educational  standard 
of  the  school,  and  to  keep  active  the  Christian  life 
of  the  student  body.  To  one  familiar  with  Eastern 
methods  and  ideas,  it  is  evident  that  standards  of 
education  are  maintained  with  greater  difficulty  by  the 
native  teachers  than  by  the  Westerner ; and  it  has  also 
been  learned  that  the  religious  life  of  the  institution 
is  often  better  supported  and  is  more  in  accordance 
with  the  ideas  of  the  supporting  constituency  by  direct 
representatives  of  that  constituency  than  by  the  native 
body.  This  statement  should  not  be  taken  to  imply 
that  there  are  not  in  nearly  every  institution  earnest 
devoted  Christian  leaders  among  the  native  faculty, 
whose  influence  over  the  students  is  profound  and 
widely  pervasive.  But  it  is  recognized  that  for  the 
Asiatic  to  live  up  to  a fixed  and  inflexible  standard 
in  religion,  or  in  education,  or  in  discipline,  is  much 
more  difficult  than  it  is  for  those  who  have  for  genera- 
tions lived  under  Anglo-Saxon  influences.  For  this 
reason  it  seems  necessary  to  keep  in  the  teaching  po- 
sitions a fair  proportion  of  Western  men  and  women, 
until  it  becomes  evident  that  the  standards  of  the 
school  will  not  suffer  by  the  substitution  of  native 
teachers  in  their  places.  The  Doshisha  in  Japan,  with 
a small  proportion  of  American  teachers,  and  with  a 
Japanese  President,  has  maintained  and  is  maintain- 
ing a high  standard  of  Christian  teaching  and  moral- 
ity; and  this  can  be  done  and  will  be  done  in  other 
institutions.* 

These  institutions  are  rapidly  becoming,  and  many 

* For  problem  of  higher  education  in  South  America,  see  Speer’s 
“South  American  Problems,”  pp.  107-113. 


104 


EDUCATIONAL  MISSIONS 


have  already  become,  a recognized  part  of  the  educa- 
tional system  of  the  countries  where  they  are  located. 
They  are  not  transplanted  schools  carried  into  mission 
lands  from  the  West,  but  they  have  grown  out  of  the 
soil  of  the  East  and  have  been  nurtured  in  its  atmos- 
phere. Not  only  do  Orientals  comprise  the  major- 
ity of  the  faculty  in  nearly  all  schools  of  higher  learn- 
ing, but  in  very  many  instances  the  local  board  of 
control  is  a mixed  body  in  which  natives  of  the  coun- 
try form  an  influential  and  in  some  cases  a prepon- 
derating element. 

These  are  important  facts  when  we  bear  in  mind 
that  mission  institutions  in  the  East  are  not,  and  are 
never  intended  to  be,  European  or  American,  but  fun- 
damentally and  irrevocably  Oriental.  They  are  organ- 
ized and  supported  to  reach  and  shape  Eastern  life, 
thought  and  belief,  and  to  become  a vital  part  of  the 
educational  system  of  whatever  country  the)'-  occupy. 
The  fact  that  so  many  of  them  have  already  received 
official  national  recognition,  while  not  a few  are  given 
grants-in-aid  from  the  national  treasuries,  shows  how 
admirably  they  have  succeeded  in  making  a place  for 
themselves.  They  are  but  now  coming  into  their 
own.  The  demands  for  the  product  they  are  pre- 
pared to  furnish  and  the  increasing  favor  with  which 
they  are  regarded  by  all  classes  indicate  the  possibili- 
ties that  lie  immediately  before  them. 


CHAPTER  V 


EDUCATION  OF  WOMEN 

In  nearly  all  of  the  educational  work  set  forth  in 
this  volume  the  education  of  girls  and  women  has 
shared  equally  with  that  of  boys  and  young  men.  We 
have  been  treating  the  educational  subject  as  a whole 
and  so  only  occasionally  have  referred  to  distinct 
lines  of  work  carried  on  for  one  or  other  of  the  sexes. 
There  are,  however,  some  conditions  surrounding  the 
education  of  girls  and  women  in  the  East  that  are  so 
distinctive,  and  there  are  methods  of  work  so  pecu- 
liarly adapted  to  their  education,  that  a separate  treat- 
ment of  the  subject  is  desirable.  This  fact  is  empha- 
sized by  the  large  number  of  woman’s  missionary 
societies  and  boards  organized  both  in  America  and 
Europe  to  secure  a liberal  interest,  primarily  among 
women,  in  mission  work  among  the  children  and 
women  of  mission  lands.  These  societies  secure  sev- 
eral millions  of  dollars  each  year,  and  a fair  propor- 
tion of  it  is  spent  in  the  education  of  children  and 
older  girls  and  in  the  training  of  woman  workers  for 
women  throughout  the  mission  fields.  Woman’s  work 
in  itself  is  a tremendous  undertaking  and  holds  a po- 
sition of  primary  importance  in  all  lines  of  missionary 
endeavor. 

i.  The  Importance  of  the  Education  of  Women. 

Two  outstanding  reasons  account  for  the  great 
prominence  that  has  attached  to  the  efforts  for  the 
educating  of  the  women  of  mission  lands.  One  has 
to  do  with  the  needs  of  the  women  themselves  and 

105 


io6 


EDUCATIONAL  MISSIONS 


the  other  with  missionary  strategy.  First,  then,  we 
must  consider  the  deplorable  condition  of  the  women 
of  mission  countries. 

We  are  met  at  the  outset  by  the  low  valuation  that 
is  placed  upon  woman  by  the  non-Christian  religions. 
Hinduism,  Buddhism  and  Mohammedanism  have 
from  time  immemorial  assigned  to  her  an  inferior 
position  in  the  home  and  in  society,  and  have  not  lent 
an  atom  of  influence  toward  her  education. 

Among  the  Hindus  the  sacred  code  of  Manu  has 
practically  fixed  the  status  of  woman.  This  code  lays 
down  many  precepts  regarding  her  position.  Among 
these  we  may  quote  the  following : “The  husband 
must  be  constantly  worshipped  as  a god  by  a faithful 
wife.”  “Day  and  night,  women  must  be  kept  in  de- 
pendence by  the  males  of  their  families.”  “Stealing 
grain,  base  metals  or  cattle,  slaying  women  or  sudras, 
and  atheism,  are  all  minor  offenses.”  * 

In  the  old  Vedic  times  women  apparently  enjoyed 
a larger  liberty  than  they  do  now.  There  were  then 
no  child  marriages,  no  isolation  in  the  zenana,  no  burn- 
ing of  wives  on  the  funeral  pyre  (practically  abolished 
now),  no  prohibition  of  the  marriage  of  widows. 
There  are  many  passages  in  the  Brahamanas  which  ex- 
alt women,  but  gradual  restrictions  were  laid  upon 
them  in  later  years,  although  throughout  the  history  of 
India  and  of  all  Asia  there  have  been  occasional  in- 
stances where  some  women  have  risen  high  above  their 
class,  not  only  revealing  unusual  mentality  but  com- 
manding the  respect  and  esteem  of  men. 

The  attitude  of  the  Buddhists  of  Ceylon,  Burma, 
China  and  Japan  toward  the  education  of  women  and 
girls  does  not  differ  materially  from  that  of  the  Hin- 
dus. Buddha  is  said  to  have  rejoiced  that  he  had 

* For  woman’s  status  in  the  code  of  Manu,  see  Storrow’s  “Our  Sis- 
ters in  India,”  Chapter  I. 


EDUCATION  OF  WOMEN 


107 


escaped  the  three  curses,  of  being  born  in  hell,  or  as 
vermin,  or  as  a woman. 

Mohammedanism  has  never  reached  any  stage  of 
reform  in  its  treatment  of  women,  although  there  have 
been  many  historic  cases  where  a woman  has  come  into 
prominence ; but  this  has  seemed  to  be  in  spite  of  the 
religious  belief  rather  than  on  account  of  it. 

No  non-Christian  religion  accords  to  woman  a po- 
sition at  all  commensurate  with  the  position  demanded 
by  Christianity,  and  the  farther  one  goes  down  in  the 
scale  of  religions  the  less  humane  is  the  treatment 
which  the  women  receive.* 

Condemned  by  her  religion  to  an  inferior  rank,  it 
is  not  surprising  that  the  social  status  granted  to 
women  in  Eastern  lands  was  very  low  and  that  the 
men  of  these  countries  have  made  almost  no  efforts  to 
educate  her. 

In  India  men  took  up  the  attitude  of  their  religion 
toward  women  and  kept  them  in  a position  of  deep 
inferiority.  They  did  not  believe  their  women  to  be 
capable  of  even  a limited  mental  development.  When 
one  of  the  first  woman  missionaries  proposed  to 
a Brahman  that  she  teach  his  wife  to  read,  he  re- 
plied : “Women  have  no  brains  to  learn.  You  can 
try  to  teach  my  wife,  and  if  you  succeed  I will  bring 
round  my  cow  and  you  may  attempt  to  teach  her.” 

Kipling  says : 

The  matter  with  India  is  not  in  the  least  political,  but  an 
all-round  entanglement  of  physical,  social  and  moral  evils 
and  corruption,  all  more  or  less  due  to  the  unnatural  treat- 
ment of  women.  You  cannot  gather  figs  from  thistles,  and 
so  long  as  the  system  of  infant  marriage,  prohibition  of  the 
marriage  of  widows,  the  life  imprisonment  of  wives  in  a 
worse  than  penal  confinement,  and  the  withholding  from 

* For  the  status  of  women  under  the  non-Christian  religions,  see 
Taylor’s  “The  Social  Work  of  Christian  Missions,”  pp.  84-93. 


io8 


EDUCATIONAL  MISSIONS 


them  of  any  kind  of  education,  as  originally  fixed,  continues, 
the  country  cannot  advance  a step* 

In  China  the  general  attitude  of  the  men  toward 
woman  was  greatly  affected  by  the  teachings  of  Con- 
fucius. They  too  refused  to  concede  a woman’s 
capacity  for  intellectual  progress.  In  the  earlier  days 
of  mission  enterprise  there,  when  the  subject  of  the 
education  of  girls  was  under  discussion,  it  was  a com- 
mon experience  for  some  Chinese  to  quote  the  words 
of  Confucius : 

Women  are  as  different  from  men  as  earth  is  from  heaven. 
Women  indeed  are  human  beings,  but  they  are  of  a lower 
state  than  men,  and  can  never  attain  to  full  equality  with 
them.  The  aim  of  female  education,  therefore,  is  perfect 
submission,  not  cultivation  and  development  of  the  mind. 

It  is  a law  of  nature  that  woman  should  be  kept  under 
the  control  of  man,  and  not  allowed  any  law  of  her  own. 
In  the  other  world  the  condition  of  affairs  is  exactly  the 
same,  for  the  same  laws  govern  there  as  here. 

It  is  a proverb  in  China  that  “eighteen  goddess-like 
daughters  are  not  equal  to  one  son  with  a limp.” 
There  is  a well  authenticated  report  that  a Chinese, 
after  listening  to  the  plea  of  a missionary  to  send  his 
daughter  to  school,  pointed  to  a horse  standing  nearby 
and  asked,  “Can  you  teach  that  horse  to  read  and 
write?”  When  the  missionary  assured  him  that  he 
could  not,  he  argued,  “If  you  cannot  teach  an  intelli- 
gent horse,  what  can  you  expect  to  do  with  a 
woman  ?”  f 

A similar  condition  existed  in  Moslem  lands.  For 
ten  centuries  the  people  of  Turkey  have  been  domi- 
nated by  the  ideas  and  customs  of  Mohammedanism 

* For  the  education  of  women  in  India,  see  Dennis’  “Christian 
Missions  and  Social  Progress,”  Vol.  Ill,  pp.  178-190. 

t For  women  as  seen  in  ancient  history  and  literature,  see  Stor- 
row’s  “Our  Sisters  in  India,”  Chapter  II.  For  women  in  modern 
literature,  Chapter  III. 


EDUCATION  OF  WOMEN  109 

to  such  an  extent  that  the  Mohammedan  man’s  con- 
ception of  woman  and  her  place  in  society  has  been 
largely  adopted  by  the  Armenians,  Greeks,  Syrians 
and  other  races  that  mingle  with  the  Mohammedans. 
While  these  races  have  not  accepted  polygamy  and 
so  have  been  saved  from  the  evils  that  gather  round 
that  destructive  system,  nevertheless  the  women  have 
been  kept  in  unusual  subjection,  and  the  terms,  “igno- 
rant as  a woman,”  “as  stupid  as  a woman,”  have  been 
for  generations  in  common  use  in  the  country.  The 
customs  of  the  country  compelling  women  to  cover 
their  mouths  and  not  to  speak  in  the  presence  of  men 
were  barriers  against  the  education  and  elevation  of 
girls.  Among  Mohammedans  themselves,  of  course, 
the  standing  of  woman,  as  the  missionaries  found  it, 
was  still  more  degraded.  Her  status  in  society  was 
as  low  as  her  valuation  in  the  Koran  and  Moslem  tra- 
dition. 

Less  than  half  a century  ago  the  general  senti- 
ment among  Moslems  in  all  Asiatic  countries,  even 
among  those  who  were  educated,  was  adverse  to  the 
education  of  girls.  This  objection  seemed  to  be  based 
on  three  arguments : first,  that  girls  were  mentally 
incapable  of  education;  second,  that  as  they  never 
could  become  priests  there  was  no  use  in  educating 
them;  and,  third,  that  the  education  of  girls  would 
necessarily  make  revolutionary  changes  in  the  social 
conditions  of  the  country,  and  such  changes  could  not 
be  tolerated. 

In  Japan  the  influence  of  Buddhism  operated  to  give 
woman  an  inferior  social  standing.  Her  place  in  the 
social  order  did  not  require  that  she  should  be  edu- 
cated, a process  which  it  was  feared  would  deprive  her 
of  her  womanly  graces.  The  earlier  books  written  in 
Japan  for  girls  were  on  the  subject  of  ethical  instruc- 
tion and  dealt  with  the  behavior  of  daughters  toward 


no 


EDUCATIONAL  MISSIONS 


their  parents,  of  wives  to  their  husbands,  and  of 
mothers  to  their  children.  This  constituted  the  three 
stages  of  obedience  epitomized  in  one  of  the  generally 
accepted  precepts  for  women : “When  young,  obey 
your  parents ; when  married,  obey  your  husband ; when 
old,  obey  your  son.” 

The  only  result  that  could  come  from  the  low 
esteem  in  which  the  women  of  non-Christian  lands 
were  held  by  their  religions  and  the  consequent  po- 
sition of  social  inferiority  to  which  they  were  rele- 
gated was  that  they  should  be  held  in  the  densest 
ignorance.  It  is  a law  of  nature  that,  when  a class  of 
people  have  been  constantly  referred  to  as  inferior,  and 
incapable  of  intellectual  advance,  they  should  be- 
come inferior,  accepting  the  position  into  which  society 
thrusts  them. 

Since  the  world  began  it  was  never  known  that  a woman 
could  read,  said  the  people  of  South  India  when  the  first 
school  for  girls  was  opened.  The  non-Christian  world  has 
no  system  of  instruction  for  its  womankind.  One  of  the 
most  startling  innovations  of  the  missionaries  was  a school 
for  girls.  . . . England  opened  schools  for  India  in  1854, 
but  in  that  sad  land  only  one  out  of  200  women  above 
twenty-five  years  of  age  can  read  or  write.  In  China,  not 
more  than  one  woman  out  of  three  thousand  can  read  or 
write.* 

There  is  no  need  of  discussing  here  the  intellectual 
condition  of  women  of  the  savage  races  of  the  islands 
of  the  Pacific  and  of  Africa.  These  conditions  have 
been  portrayed  so  vividly  by  travelers,  and  are  so 
well  known  to  the  world,  that  we  need  simply  say  that 
their  mental  condition  appeared  to  the  early  mission- 
aries to  be  but  little  if  any  above  that  of  the  animals. 
They  were  used  as  beasts  of  burden,  as  tillers  of  the 
soil,  as  providers  for  the  needs  of  the  household,  but 

* Taylor’s  “The  Social  Work  of  Christian  Missions,”  p.  163. 


EDUCATION  OF  WOMEN 


hi 


were  given  no  opportunity  for  intellectual  growth  or 
culture. 

■ But  missionary  leaders  have  had  another  reason  for 
making  the  education  of  women  so  important  a fea- 
ture of  their  work;  and  that  is,  the  strategic  mis- 
sionary value  of  such  an  effort. 

One  advantage  which  it  promised — and  which  has 
materialized — was  in  affording  a proof  of  the  capacity 
and  worth  of  woman. 

The  attitude  of  Eastern  men  toward  women  and 
their  ability  had  become  so  ingrained,  not  only  in  the 
religious  thought  of  the  people,  but  in  their  common 
expressions,  that  it  seemed  an  insurmountable  task  to 
change  all  that  and  establish  the  belief  that  women 
were  capable  of  education,  and  that  their  education 
would  be  worth  while.  The  men  were  approached  by 
the  argument  of  demonstration.  In  some  missions 
bright  girls  were  even  hired  from  their  parents,  with 
the  understanding  that  an  attempt  was  to  be  made  upon 
them  to  teach  them  to  read.  In  all  the  leading  coun- 
tries of  the  Orient  the  instruction  of  girls  and  women 
was  undertaken.  Thus,  little  by  little,  the  old  deep- 
rooted  idea  that  women  were  incapable  of  reading  has 
been  overthrown.  Except  in  the  most  remote  parts 
of  the  world  to-day,  far  from  where  the  missionary’s 
foot  has  trod  or  the  direct  influence  of  missionary 
education  has  gone,  there  is  a general  acknowledg- 
ment that  women  are  capable  not  only  of  learning 
to  read  but  of  a fair  degree  of  education,  while  many 
of  the  Eastern  leaders  to-day  are  earnest  champions 
of  woman’s  education  even  into  the  university  grade. 

The  success  of  the  demonstration  is  convincing 
Eastern  nations  not  only  of  the  intellectual  possibil- 
ities of  their  women,  but  of  their  essential  worth. 
Legislation,  the  utterances  of  the  public  platform  and 
press,  the  abandonment  of  age-long  customs  and  the 


112 


EDUCATIONAL  MISSIONS 


defiance  of  hoary  traditions,  all  testify  to  the  new 
times  upon  which  women  have  come.  They  are  evi- 
dences that  a new  valuation  is  being  set  upon  woman, 
a changed  attitude  which  is  due  in  no  small  degree 
to  her  education  as  initiated  and  championed  by  the 
missionary. 

A second  advantage  foreseen  by  the  missionaries  was 
that  the  education  of  women  would  furnish  a power- 
ful aid  to  social  regeneration.  It  was  evident  that 
the  Christian  Church  and  the  institutions  of  the 
Christian  Church  could  not  be  established  under 
the  old  non-Christian  society  that  prevailed  every- 
where in  the  lands  to  which  missionaries  went. 
While  they  were  seeking  for  the  conversion  of 
the  individual,  it  was  apparent  that  the  individuals 
could  not  be  organized  into  a church  or  into  an  ag- 
gressive working  order  without  fundamental  and  even 
sweeping  changes  in  the  social  life  in  which  those  in- 
dividuals lived.  In  fact,  it  would  be  impossible  to 
establish  the  church  without  producing  a new  social 
order,  and  the  new  social  order  hinged  in  a large 
measure  upon  the  place  of  woman.* 

Now  if  this  social  ideal  of  missionary  work  is  to 
be  realized,  it  is  imperative  that  the  social  condition 
of  woman  must  be  on  a satisfactory  basis.  No  Chris- 
tian society  can  be  set  up  in  any  country  where  the 
women  are  uneducated  and  are  denied  their  rightful 
position  in  the  home  and  in  society.  With  great  pa- 
tience, and  steadily  adhering  to  their  purpose  to  secure 
for  women  facilities  for  education,  the  missionaries 
held  to  the  fundamental  Christian  truth  that  women, 
are  entitled  to  the  same  rights  in  a Christian  society 
that  belong  to  men ; and  by  the  persistent  teaching 
and  living  of  this  truth  changes  have  begun  to  come, 
with  great  force  and  number,  into  the  social  order 

* See  Taylor’s  “The  Social  Work  of  Christian  Missions,”  p.  17. 


EDUCATION  OF  WOMEN 


1 13 

throughout  the  East,  changes  which  recognize  the 
place  of  woman  and  the  home.* 

A- further  consideration  which  made  the  education 
of  women  a movement  of  high  missionary  strategy 
was  the  fact  that  among  Eastern  peoples  women  ex- 
ercise a powerful  religious  influence.  One  might  re- 
ceive the  impression  from  what  has  hitherto  been  said 
that  women’s  influence  was  negligible  in  non-Chris- 
tian society,  owing  to  the  inferior  position  which  by 
religion  and  by  society  she  was  made  to  occupy  and 
her  failure  to  develop  intellectually  under  those  con- 
ditions. On  the  contrary,  the  women  of  the  East  have 
always  exerted,  and  still  continue  to  exert,  a strong, 
if  not  a commanding,  religious  influence  upon  men 
and  upon  society.  Women  have  been  in  many  respects 
the  bulwark  of  the  non-Christian  religions  as  they 
are  to-day  of  the  Christian  religion. 

The  place  which  woman  holds  in  her  influence  upon 
religious  conditions  in  the  East  is  illustrated  by  the 
fact  that  it  is  difficult  for  any  man  to  become  a Chris- 
tian and  to  live  a consistent  Christian  life  unless  his 
wife  and  the  women  of  his  household  are  in  sympathy 
with  him.  It  is  the  practice  in  India  among  many, 
if  not  all,  missions  that  when  whole  villages  offer  to 
put  themselves  under  Christian  training,  the  mission- 
aries take  no  steps  to  accept  such  until  the  women 
are  included.  Experience  has  shown  that  a village  of 
men  making  public  profession  of  Christianity  will  not 
adhere  to  that  profession  unless  the  women  come  with 
them  and  make  the  same  profession.  Many  a secret 
disciple  of  Christ  would  long  ago  have  been  baptized 
but  for  his  fear  of  his  wife,  or  mother,  or  mother-in- 
law.  Throughout  the  Orient  women  are  the  cham- 

* See  Edinburgh  Missionary  Conference  Report,  Vol.  Ill,  p.  377. 

See  also  article,  “The  Ideal  of  Womanhood,”  by  Miss  Ume  Tsuda, 
of  Japan,  in  The  International  Review  of  Missions,  April,  1913,  p.  302. 


EDUCATIONAL  MISSIONS 


114 

pion  conservatives  and  traditionalists  in  religion.  To 
reach  them  through  Christian  education  in  such  a way 
as  to  remove  ignorance  and  superstition  and  disarm 
prejudice  would  mean  the  breaking  down  of  one  of 
the  most  stout  and  stubborn  barriers  to  the  progress 
of  Christianity  in  the  nations  of  the  East. 

Another  reason  was  presented  by  the  necessity  of 
reaching  the  children  of  mission  countries.  No  mis- 
sionary work  can  be  established  that  aims  only  at 
reaching  adults.  In  fact,  if  only  one  class  can  be 
reached — children  or  adults — probably  all  mission- 
sionaries  would  agree  that  it  is  more  profitable,  look- 
ing to  the  work  to  be  accomplished,  to  reach  the 
children  than  the  parents.  The  child  mind  is  more 
susceptible,  is  more  easily  fixed,  and  is  less  prejudiced ; 
if  Christian  truth  can  be  impressed  upon  the  mind  of 
the  child  during  the  formative  period  of  his  life  his 
attitude  in  later  years  is  practically  assured. 

To  reach  the  child,  the  missionary  found  that  he 
must  make  his  approach  through  the  home,  and,  in 
most  cases,  the  mother  was  found  to  be  the  domi- 
nating force  in  the  home.  If  the  mother  favored  the 
child’s  education  in  a Christian  school,  there  was  little 
prospect  that  the  father’s  attitude  would  materially 
change  the  situation.  On  the  other  hand,  if  the  mother 
was  strongly  opposed  to  the  child’s  attendance  upon 
a Christian  school,  the  father  would,  in  most  cases, 
acknowledge  himself  as  helpless.  This  condition  of 
affairs  emphasized  the  necessity  of  beginning  with  the 
girls  and  women,  in  order  to  break  down  prejudice 
and  to  find  a door  of  approach  to  the  children  of  the 
household.* 

Yet  another  factor  which  made  the  education  of 
women  a necessity  from  the  standpoint  of  wise  mis- 

* For  education  for  high  caste  Hindu  girls,  see  Chamberlain’s  “The 
Kingdom  in  India,”  Chapter  IX. 


Gaylord  Hart  Kindergarten,  Akita,  Japan 


EDUCATION  OF  WOMEN 


US 

sionary  policy  was  the  fact  that,  as  in  the  case  of  the 
men,  an  adequate  leadership  for  the  new  Christian 
society  could  not  otherwise  be  secured.  As  the  Asi- 
atic man  must  necessarily  be  the  permanent  preacher 
and  evangelizer  and  educator  of  his  own  people,  so 
must  the  Asiatic  woman  become  the  leader  among  her 
race  for  the  development  of  a new  Christian  order 
in  the  home  and  in  society,  and  for  the  bringing  in  of 
such  reforms  in  the  customs  of  the  country  as  Chris- 
tian society  demands,  especially  such  as  affect  the  life 
of  women  and  girls  and  the  purity  and  sanctity  of 
the  home. 

2.  Extent  of  Educational  Work  for  Women. 

Special  work  for  the  education  of  girls  and 
women  has  extended  throughout  all  mission  fields, 
reaching  the  utmost  boundaries  of  missionary  opera- 
tion,* while  opposition,  both  at  home  and  abroad,  has 
practically  ceased.  Although  the  first  woman’s  foreign 
missionary  societies  organized  are  now  scarcely  more 
than  half  a century  old,  they  have  become  powerful 
auxiliaries  in  the  work  of  the  Christian  conquest  of  the 
world.  They  have  created  a strong,  aggressive  con- 
stituency at  home,  have  sent  out  a large  number  of  de- 
voted, able  women  to  the  front  to  have  charge  of  the 
work  in  the  field,  and  have  built  up,  in  those  countries, 
institutions  for  the  promotion  and  extension  of  work 
for  and  among  women  and  girls  and  children  that 
are  second  to  no  missionary  institutions,  in  the  reach 
and  character  of  their  influence. 

Almost  v/ithout  exception,  wherever  you  find  a 
mission  station  anywhere  in  the  world  to-day,  you 
will  find  there  some  specific  work  carried  on  for 
women.  This  may  not  be  conducted  by  a direct  rep- 
resentative of  a woman’s  missionary  society;  for  the 

* For  discussion  of  woman’s  education,  see  Dennis’  “Christian  Mis- 
sions and  Social  Progress,”  Vol.  XI,  pp.  177-181. 


n6 


EDUCATIONAL  MISSIONS 


wives  of  missionaries,  being  conscious  of  the  tre- 
mendous importance  of  reaching  the  women,  almost 
always  participate  actively  in  work  of  this  kind,  and 
many  of  them  have  large  enterprises  in  their  charge.* 
Among  the  single  woman  missionaries  sent  out 
through  the  woman’s  societies  are  some  of  the  best 
educated,  most  broad-minded  women  that  Christen- 
dom can  produce.  Indeed,  woman’s  work  for  women 
has  come  to  be  recognized  as  one  of  the  chief  depart- 
ments of  missionary  endeavor,  requiring  constant 
emphasis,  and  receiving  widespread  sanction  and  lib- 
eral support.  Moreover,  this  work  among  women  has 
received  almost  universal  recognition  from  the  Church 
at  home,  and,  what  is  of  equal  importance,  the  oppo- 
sition on  the  mission  field,  on  the  part  of  native  lead- 
ers, has  practically  disappeared.  In  fact,  educated 
Christian  men,  natives  of  the  country  where  this  work 
is  carried  on,  in  countless  numbers,  are  strongly  co- 
operating in  the  special  work  for  women  and  are  doing 
everything  in  their  power  to  make  it  still  more  a suc- 
cess. Not  infrequently  the  wives  of  local  officials, 
themselves  not  professing  Christians,  recognizing  the 
beneficent  character  of  this  woman’s  work  for  women, 
are  lending  their  influence  and  are  even  personally 
aiding  in  the  promotion  of  the  work. 

Many  illustrations  might  be  given  of  this  changed 
attitude,  and  of  the  new  and  inspiring  impetus  given 
to  this  work  through  the  cooperation  and  backing  of 
a variety  of  native  forces. 

The  kinds  of  work  established  and  conducted  are 
both  numerous  and  varied.  It  should  be  stated  at  the 
beginning  that  coeducation,  as  understood  in  this 
country,  is  impossible  in  Asia,  where  the  strict  rules 

* For  the  place  of  the  Christian  school  in  the  uplift  of  women  in 
Latin  America,  see  Report  of  New  York  Conference  on  Missions  in 
Latin  America  held  March  12,  13,  i9'3,  PP-  I33-I34- 


EDUCATION  OF  WOMEN 


ii  7 


of  society  draw  well-defined  barriers  between  the 
sexes.  In  the  kindergartens  and  primary  schools  the 
boys  and  girls  sit  together  and  the  school  operates 
as  a unit.  The  same  is  true  in  some  countries  in  the 
intermediate  schools ; but  the  separation  of  the  sexes 
must  be  completely  distinct  in  the  high  schools  and 
colleges  throughout  Asia.  It  would  be  a mistake  to 
attempt  to  violate  the  sense  of  propriety  so  strong 
among  Eastern  peoples,  and  in  view  of  the  conven- 
tions of  society  the  separation  of  the  sexes  in  educa- 
tion is  highly  desirable. 

In  general  character  the  education  of  girls  does 
not  differ  materially  from  that  of  boys,  especially  in 
the  lower  grades.  It  is  practically  identical  through 
the  intermediate  school  period,  although  in  the  girls’ 
schools  certain  appropriate  industries  are  taught,  such 
as  the  preparation  of  food  and  different  kinds  of 
needlework  and  embroidery. 

Whatever  differences  exist  begin  to  appear  in 
the  high  school  and  extend  on  into  the  college.  Even 
here,  however,  no  very  distinct  lines  are  drawn 
between  girls’  education  and  that  of  boys, — probably 
not  so  distinct  as  ought  to  have  been  drawn,  and  as  will 
be  drawn  in  future,  as  the  system  of  education  for 
girls  becomes  more  highly  developed  and  better  suited 
to  the  needs  of  women  in  the  countries  where  the 
schools  are  located.  This  is  a matter  that  is  now 
under  the  consideration  of  educators  in  the  East. 

Of  the  several  distinct  forms  of  schools  carried  on 
by  women,  each  has  its  peculiar  value  and  its  place 
in  the  educational  system  and  in  the  missionary 
scheme.  First  of  all,  there  is  the  kindergarten.  This 
is  peculiarly  a woman’s  institution,  although  it  is 
adapted  to  both  boys  and  girls.  It  is  one  of  the  later 
innovations  in  missionary  education,  but  has  from 
the  beginning  commanded  interest  and  attention.  It 


EDUCATIONAL  MISSIONS 


118 

attracts  pupils  from  the  wealthier  and  more  educated 
families,  and  has  opened  a way  of  approach  to  homes 
which  were  hitherto  closed. 

In  the  Chinese  Conference  at  Shanghai,  held  under 
the  auspices  of  the  Continuation  Committee  in 
March,  1913,  one  of  the  findings  included  this  state- 
ment : “There  is  an  unlimited  field  for  the  Christian 
kindergarten.  The  number  of  our  Christian  kinder- 
garten training  schools  should  be  increased  and  non- 
Christian  students  in  training  for  Government  posi- 
tions should  be  admitted.” 

The  popularity  of  the  kindergarten  has  developed 
the  necessity  of  schools  for  the  training  of  native 
kindergartners.  There  are  many  applications  for  such 
positions  from  among  the  young  women  who  have  re- 
ceived their  training  in  mission  schools  and  colleges, 
and  the  fields  for  the  exercise  of  their  art  are 
abundant,  as  the  above  action  taken  by  the  Chinese 
Conference  would  indicate.  Government  schools  are 
calling  for  Christian  trained  kindergartners,  thus  open- 
ing a large  field  for  the  extension  of  missionary  in- 
fluence far  beyond  the  borders  of  the  mission.  These 
kindergartens  and  kindergarten  training  schools  have 
been  well  established  in  the  larger  and  older  mission 
fields.  In  some  countries,  like  Japan,  the  Govern- 
ment itself  has  included  kindergarten  training  as  a 
part  of  the  government  educational  system.* 

Next  come  the  schools  of  primary  grade.  It  is  only 
comparatively  recently  that  the  place  of  women  in  the 
control  and  conduct  of  primary  schools,  both  for  boys 
and  girls,  has  come  to  be  widely  recognized,  even  in 
America.  It  has  been  longer  recognized  probably 
in  the  mission  field  than  here  at  home. 

At  the  Continuation  Committee  Conference  held  in 

* For  kindergarten  situation  in  Japan,  see  “The  Christian  Move- 
ment in  Japan,”  1909,  Chapter  XVI. 


EDUCATION  OF  WOMEN 


1 19 

Calcutta,  in  December,  1912,  the  following  action  was 
taken  with  reference  to  this  class  of  schools : 

In  view  of  the  importance  of  elementary  education  as  an 
evangelistic  force,  and  of  the  fact  that  in  many  rural  centers 
the  opportunity  of  establishing  girls’  schools  is  still  open  to 
Christian  Missions,  while  every  year,  nay  almost  every 
month,  sees  more  of  these  doors  closed  through  the  in- 
creased activity  of  other  educational  agencies,  this  Confer- 
ence strongly  urges  Missions  to  embrace  the  present  oppor- 
tunity to  multiply  the  numbers  of  elementary  girls’  schools, 
especially  in  areas  where  as  yet  no  strong  Christian  com- 
munity exists,  and  to  secure  for  this  work  from  the  home 
base  much  greater  support  than  is  supplied  at  present. 

And  in  the  China  Conference  held  a few  months 
later  the  following  action  was  taken : 

We  favor  the  speedy  establishment  of  more  and  better 
primary  schools  for  girls,  especially  in  country  districts ; 
also  the  employment  of  women  as  teachers  in  lower  ele- 
mentary mixed  schools.  The  men  teachers  in  these  schools 
should  be  replaced  by  women  as  fast  as  practicable.* 

As  over  four-fifths  of  the  children  under  Christian 
training  in  mission  schools  are  in  schools  of  lower 
grade,  the  importance  and  bearing  of  this  action  will 
at  once  be  understood.  The  village  or  primary  school 
marks  the  outpost  of  missionary  advance  in  every 
mission  field,  and  if  these  outposts  are  in  the  charge 
of  women,  as  the  Chinese  Conference  calls  for,  and 
as  experience  has  shown  is  most  desirable,  we  can 
readily  understand  the  importance  of  this  department 
and  its  relation  to  the  whole  work  of  Christian  mis- 
sions. 

Next  in  order  are  the  intermediate  schools.  The 
lines  are  not  distinctly  drawn  in  the  mission  field 
between  the  primary,  intermediate  and  high  schools. 
In  many  instances,  the  intermediate  school  merges 

* See  section  on  Christian  education  in  “Mission  Problems  and  Poli- 
cies in  Asia.” 


120 


EDUCATIONAL  MISSIONS 


into  the  high  school,  while,  in  other  cases,  owing  to 
local  conditions,  the  courses  given  in  the  primary 
school  extend  on  into  intermediate  departments.  It  is 
only  in  connection  with  the  higher  institutions,  and  in 
cities,  where  classification  is  more  possible,  that  the 
line  of  division  is  clearly  drawn.  Many  of  the  inter- 
mediate schools  in  which  some  boys  are  found  are  un- 
der the  care  of  women,  although  in  the  male  schools  of 
that  class  women  are  seldom  engaged  as  teachers.  It 
would  probably  be  to  the  great  advantage  of  mission- 
ary work  and  of  education  as  a whole  if  all  of  the 
intermediate  departments  were  under  the  direction  of 
women  and  were  regarded  as  a part  of  woman’s 
work.  Perhaps  in  the  new  classifications  that  will 
take  place  in  the  future  that  may  be  brought  about. 

The  boarding  school  should  be  mentioned  separ- 
ately, since  it  is  an  institution  by  itself.  It  more  than 
takes  the  place  of  the  old  academy  of  New  England. 
It  is  an  institution  especially  called  for  because  of 
the  conditions  which  exist  in  nearly  all  mission  coun- 
tries. The  largest  and  best  of  the  girls’  schools,  in- 
cluding colleges,  are  boarding  schools.  They  are  of 
unusual  significance  since  in  them  the  girl  is  away 
from  her  old  environment,  and  all  that  may  sig- 
nify, and  put  into  the  atmosphere  of  a Christian 
home,  which  is  in  nearly  every  case  under  the  direc- 
tion and  immediate  personal  supervision  of  Christian 
missionary  women.  There  she  is  put  into  personal, 
daily  and  almost  hourly  contact  with  Christian  teach- 
ers, both  missionary  and  native.  The  same  close 
supervision  cannot  be  exercised  over  the  boys’  board- 
ing school. 

The  girls’  boarding  school  covers  a wide  range  of 
studies.  Often  the  recitations  run  down  into  the  in- 
termediate departments,  while  covering  the  high  school 
grade  also.  Sometimes  even  it  includes  pupils  who 


EDUCATION  OF  WOMEN 


121 


are  taking  primary  studies,  although  this  is  unusual. 
The  women’s  colleges  of  the  East  are  but  overgrown 
and  .enlarged  boarding  schools  which  have  begun  to 
carry  their  pupils  on  into  collegiate  courses,  until 
finally  the  name  has  been  changed,  and  the  boarding 
school  has  become  a college. 

It  is  impossible  to  overestimate  the  permanent  in- 
fluence and  power  of  girls’  boarding  schools,  scat- 
tered, as  they  are,  practically  throughout  the  mission- 
ary fields  of  the  world.  Pupils  come  to  them  from  the 
primary  and  village  schools.  The  general  policy  is  to 
select  from  these  lower  schools  the  best  pupils,  and 
to  open  to  them  new  facilities  for  study  through  the 
boarding  school,  with  the  hope  and  expectation  that 
from  among  these  there  will  come  earnest,  well- 
equipped  Christian  leaders  for  their  people. 

The  importance  of  these  boarding  schools  is  sug- 
gested by  the  following  action,  taken  in  the  Conference 
of  the  Continuation  Committee  in  China,  in  1913: 

In  view  of  the  fact  that  women  will  have  a large  share 
in  the  new  national  life,  and  that  they  must  meet  false 
views  as  to  the  most  fundamental  relationships  of  life,  as 
well  as  new  temptations  and  new  responsibilities,  the  im- 
portance of  character  training  cannot  be  overestimated. 
The  walls  which  guarded  the  young  girl  are  being  demol- 
ished rapidly,  and  the  spiritual  walls,  which  can  protect  her 
purity  and  peace,  are  rising  only  slowly.  The  girls  who 
leave  Christian  homes  and  schools  to  enter  these  new  con- 
ditions must  know  more  of  the  world  than  their  mothers 
did,  must  have  more  poise  and  self-control,  and,  above  all, 
they  must  have  the  spiritual  power  of  the  indwelling  Christ 
and  the  sense  of  a divine  call  to  service. 

Above  the  intermediate  grade  there  are  the  high 
schools  and  colleges.  There  are  few  girls’  high 
schools  apart  from  boarding  schools.  Nevertheless  it 
is  fitting  to  refer  to  the  girls’  high  school  and  college 
as  separate  from  the  boarding  school,  since  here  we 


122 


EDUCATIONAL  MISSIONS 


consider  the  subject  of  curricula,  etc.,  as  distinct 
from  the  Christian  and  home-like  atmosphere. 

Colleges  for  young  women  in  the  East,  like  col- 
leges for  young  men,  have  grown  out  of  a demand 
both  on  the  part  of  the  people  themselves  and  on  the 
part  of  the  missionary  work.  Probably  in  this  case 
the  demand  of  the  people  is  not  so  marked  as  is  the 
case  with  the  colleges  for  young  men.  The  develop- 
ment of  women’s  colleges  has  not  been  so  rapid  as 
that  of  men’s  colleges,  and  their  number  is  much 
smaller.  The  courses  of  study  run  along  practically 
parallel  lines,  although  the  requirements  for  gradu- 
ation are  less  in  the  case  of  women’s  colleges. 

Most  missionary  educators  would  agree  that  the 
best  kind  of  higher  educational  course  for  young 
women  has  not  yet  been  devised,  and  the  whole  mat- 
ter is  having  the  attention  and  consideration  of  such 
educators.  There  is  not  the  same  attendance  upon 
the  girls’  colleges  in  any  mission  country  that  there 
is  upon  similar  institutions  for  young  men,  because, 
as  has  already  been  said,  girls’  education  has  not  yet 
reached  the  same  stage  of  popularity,  and  the  pro- 
fessions open  to  educated  girls  are  not  so  numerous 
or  lucrative.  Nevertheless  there  is  a marked  growth 
in  this  respect  in  every  mission  field,  and  the  de- 
mand is  urgent  now  for  even  greater  advance. 

The  Continuation  Committee  Conference  in  India 
called  attention  to  the  fact  that  there  are  only  three 
women’s  colleges  of  the  first  grade  in  the  whole  of 
the  Indian  Empire,  as  compared  with  nearly  a hun- 
dred such  for  men.  An  urgent  call  is  issued  for  the 
establishment  of  united  Christian  colleges  for  women, 
in  which  the  different  denominations  shall  combine. 
The  corresponding  Conference  in  China  calls  for  the 
provision  of  similar  opportunities  for  the  education 
of  women  as  are  now  demanded  for  men,  and  as  a 


Isabella  Thoburn  College,  Lucknow,  India 


EDUCATION  OF  WOMEN 


123 


way  of  meeting  this  call  approves  the  establishment 
of  union  colleges,  or  the  enlargement  of  existing 
schools,  at  various  suitable  centers.  It  asks,  too,  that 
the  courses  of  instruction  include  advanced  normal, 
kindergarten  and  Bible  training,  and  various  branches 
of  domestic  science. 

It  will  require  time  to  develop  generally  in  the 
young  women  of  the  East  a desire  for  a higher  edu- 
cation. Probably  India  will  be  one  of  the  slowest  to 
awaken,  while  we  may  expect  rapid  progress  among 
the  women  of  China  during  the  next  missionary  gen- 
eration, and  in  Japan  women’s  education  is  moving 
forward  with  such  great  rapidity  that  the  Government 
is  hardly  able  to  keep  up  with  the  demands.* 

Many  conspicuous  native  leaders  have  come  from 
the  missionary  colleges  for  women.  These  are  to-day 
exerting,  either  through  their  alma  mater,  or  in  some 
professional  life,  or  as  Christian  wives  and  mothers, 
a profound  influence  over  their  people. 

The  normal  school  calls  for  separate  treatment,  al- 
though it  might  be  classed  as  a part  of  the  collegiate 
work.  Attention  has  already  been  called  to  the  fact 
that  the  demand  is  increasing  for  women  to  have 
charge  of  the  primary  and  intermediate  schools,  both 
for  boys  and  girls,  throughout  the  mission  fields. 
Special  normal  training  must  be  provided  in  order  that 
they  be  properly  trained  for  the  important  positions 
that  they  will  hold  as  leaders  and  directors  in  the 
primary  educational  movement  of  their  own  countries. 
This  is  required  to  meet  the  needs  not  only 
of  the  mission  schools,  but  of  national  schools  as 
well,  from  which  calls  are  constantly  coming  for 
properly  trained  teachers.  During  the  last  few  years 
the  mission  schools  have  been  quite  unable  to  supply 

* For  higher  education  of  women,  see  section  on  Christian  education 
in  “Mission  Problems  and  Policies  in  Asia.” 


124 


EDUCATIONAL  MISSIONS 


this  demand,  and  thus  the  attention  of  the  missionary 
leaders  has  been  turned  more  and  more  to  the  neces- 
sity of  better  equipment  for  the  training  of  teachers. 
However  important  this  training  is  for  men,  it  is 
manifestly  much  more  important  for  women  in  the 
responsible  positions  which  they  will  hold  as  the  lead- 
ers in  the  primary  schools.  The  recent  Continuation 
Committee  Conferences  made  reference  to  this  need 
in  all  of  the  leading  countries  of  Asia. 

One  other  type  of  institution  for  women  in  mission 
fields  must  be  mentioned,  viz.,  the  Bible  Women’s 
school.  This  school  holds  practically  the  same  rela- 
tion to  the  evangelistic  work  for  women  that  the  the- 
ological school  holds  to  the  training  of  men  for  church 
leadership.  These  schools  have  grown  out  of  the 
house-to-house  work  for  women,  which  is  one  of  the 
most  primitive  methods  of  missionary  approach  and 
yet  one  of  the  most  effective.  What  the  missionary 
herself  did  in  the  earlier  days  of  missions  she  can 
no  longer  do,  because  of  the  increased  demands  of 
the  work.  It  has  become  necessary  to  train  from 
among  the  native  women  those  who  are  able  to  go  into 
the  homes  and  there  become  religious  teachers  of 
the  women  whom  they  can  meet.  But,  more  than 
this,  it  has  become  necessary  to  train  a large  number 
of  native  women  who  will  be  able  to  organize  the 
women  of  their  race,  to  lead  them  in  Christian  worship 
and  in  various  lines  of  Christian  activity. 

Many  of  these  schools  have  now  reached  the  stage 
where  they  are  training  pastors’  assistants,  women 
who  are  engaged  by  the  native  church,  and  who  work 
with  the  pastor  of  the  church  in  looking  after  the 
interests  of  women  and  children  within  the  parish. 
Some  of  the  women  thus  trained  become  pastors’ 
wives,  and,  as  such,  are  able  to  exercise  their  talent 
within  the  field  of  their  husbands’  activity. 


EDUCATION  OF  WOMEN 


125 


The  Bible  Women’s  training  school  has  become  one 
of  the  important  institutions  of  modern  missions,  in- 
creasing in  influence  and  power  constantly.  But  it 
needs  to  be  better  organized  and  strengthened  that 
it  may  more  adequately  meet  the  new  conditions  de- 
veloping everywhere.  The  East  is  conceding  to 
woman  the  rights  of  Christian  leadership.  She  must 
be  prepared  to  assume  the  responsibility  as  rapidly 
as  opportunity  offers,  and  she  can  be  thus  prepared 
only  through  the  agency  of  properly  equipped  schools. 

The  Continuation  Committee  Conference  in  India 
called  attention  emphatically  to  the  condition  of 
women  in  the  villages,  and  the  necessity  of  paying 
special  attention  to  the  work  of  pastoral  care  of 
women  by  women,  and  to  the  existing  opportunity 
for  a large  number  of  both  European  and  Indian 
women  for  rural  evangelistic  work.  In  order  that 
the  training  of  these  evangelistic  workers  may  be 
more  systematic  and  effective,  the  recommendation 
is  made  that  union  training  schools  for  the  instruction 
of  Bible  women  be  organized  wherever  possible,  with 
a view  to  greater  efficiency  and  fruitfulness. 

The  China  Centenary  Missionary  Conference,  held 
in  Shanghai  in  1907,  took  similar  action  with  refer- 
ence to  the  necessity  of  putting  special  emphasis  upon 
this  phase  of  missionary  education  and  of  women’s 
work. 

We  have  made  only  brief  mention  of  the  various 
forms  of  industrial  effort  carried  on  among  women, 
but  this  is  more  a form  of  work  than  of  education, 
since  in  nearly  all  women’s  industrial  work  little  edu- 
cation is  required.  Women  are  taught  to  make  lace 
and  to  embroider  in  order  to  earn  their  living,  rather 
than  to  become  teachers  of  lace-making.* 

3.  Results  of  Educational  Work  for  Women. 


126 


educational:  missions 


The  results  of  the  education  of  women  and  girls 
in  mission  lands  are  impossible  to  trace.  Suffice  it 
to  say  that  they  are  fully  the  equal  of  the  results 
of  similar  work  among  the  men  and  the  boys  and 
have  more  than  justified  all  the  effort  that  has  been 
necessary  to  produce  them.  Every  advantage  men- 
tioned in  this  chapter  as  sought  by  missionary  strat- 
egy is  being  gained.  The  capacity  and  worth  of 
woman  has  been  vindicated  and  an  improved  status 
is  being  accorded  her  by  her  nation.  She  is  making 
possible  a social  regeneration  of  the  races  of  the  Orient 
such  as  would  never  take  place  were  she  to  remain 
in  ignorance.  Through  her  education  the  children  are 
becoming  more  accessible  to  Christian  instruction  and 
influence.  The  ground  of  vantage  she  occupies  be- 
cause of  her  exceptional  influence  in  matters  of  re- 
ligion is  being  turned  to  account  for  the  propagation 
of  Christianity.  She  is  being  inspired  and  trained 
to  take  her  place  in  ever  increasing  numbers  in  the 
leadership  of  the  Christian  Church  and  in  many  of 
the  modern  reform  movements  in  the  East.  She  is 
helping  mightily  to  guide  the  reconstruction  of  civili- 
zations. 

It  is  not  possible  in  this  book  to  recount  the  achieve- 
ments of  the  great  army  of  women,  products  of  the 
mission  schools,  who,  representing  a suppressed  and 
depressed  class  of  Oriental  society,  have  stood  as  ex- 
amples of  strong,  winsome  womanhood  and  have 

* For  women’s  Christian  education  in  India,  see  Storrow’s  “Our 
Sisters  in  India,”  Chapter  XIII;  see  also  Cowan’s  “The  Education  of 
Women  in  India,”  pp.  246-249. 

For  women’s  education  in  China,  see  the  “China  Mission  Year  Book, 
1910,”  Chapter  XV. 

For  Resolutions  on  women’s  education  of  the  Centenary  Missionary 
Conference  of  China,  held  in  Shanghai,  1907,  see  the  Conference  Re- 
port, p.  587. 

For  the  medical  education  of  women  in  China,  see  “The  China 
Mission  Year  Book,  1910,’’  pp.  228-232. 


Kobe  College,  Kobe,  Japan 
Tennis  Court  and  College  Building 
Chapel  Building 


EDUCATION  OF  WOMEN 


127 


been  able,  influential  leaders  of  their  people.  Even  to 
catalogue  such  a list  would  be  impossible.  The  influ- 
ence of  some  of  the  educated  Christian  women  of 
China  is  indicated  in  Miss  Margaret  Burton’s  “Nota- 
ble Women  of  Modern  China,”  which  gives  brief 
accounts  of  such  eminent  characters  as  Dr.  Hu  King 
Eng,  Dr.  Ida  Kahn  and  Dr.  Mary  Stone,  women 
who,  Miss  Burton  says  in  her  preface,  “fairly  repre- 
sent the  educated  women  of  China,  who,  wherever 
their  education  has  been  received  and  in  whatever 
sphere  it  is  being  used,  are  ably  and  bravely  playing 
an  important  part  in  the  moulding  of  the  great  new 
China.” 

It  is  a suggestive  fact  that  until  very  recently  the 
Japanese  women  who  have  come  to  the  front  in  edu- 
cation and  the  work  of  philanthropy  have  for  the 
most  part  been  trained  under  Christian  auspices.  The 
leading  woman  educator  of  Japan,  Miss  Tsuda,  who 
has  the  highest  grade  Japanese  school  for  girls  in 
the  country,  a school  which  has  government  recog- 
nition, is  herself  an  earnest  Christian.  She  mourns 
the  fact  that  with  the  relative  decrease  in  the  influence 
of  the  Christian  schools,  due  to  the  rapid  progress  of 
the  government  schools,  the  women  leaders  of  the 
next  generation  will  not  to  any  considerable  degree 
have  come  under  the  same  Christian  training. 

The  greatest  modern  Indian  woman  is  Pandita 
Ramabai,  whose  noble  work  for  the  widows  of  India 
and  now  also  for  thousands  of  orphans  is  too  well 
known  to  require  description.  At  one  time  neutral 
in  her  work  as  regards  Christianity,  she  has  since 
become  aggressively  Christian,  and  is  respected  by 
all  classes  alike. 

Then  there  is  the  Sorabji  family,  one  of  the  most 
famous  Christian  families  in  India.  The  father  was 
one  of  the  few  Christian  Parsees.  Of  his  five  brilliant 


128 


EDUCATIONAL  MISSIONS 


daughters,  one  married  an  Englishman  and  used  to  de- 
light Queen  Victoria  by  her  rendering  of  Persian 
songs.  Another  was  the  only  woman  of  the  Orient  in 
the  Parliament  of  Religions.  Another  became  a dis- 
tinguished surgeon ; a fourth  became  an  artist  who 
exhibited  at  Paris  and  London ; while  the  most  famous 
of  all,  Miss  Cornelia,  is  a prominent  legal  light.  Be- 
fore the  age  of  twenty-one,  she  had  graduated  from 
College  and  was  lecturing  to  a class  of  men  at  the 
Gujerat  College,  Ahmenabad,  on  English  literature  and 
language,  and  later  became  Acting  Professor  of  Eng- 
lish. Her  success  in  teaching  men  marked  an  epoch  in 
the  history  of  the  women  of  India.  She  graduated  in 
Law  at  Oxford,  and  was  admitted  to  practice  as  a 
barrister. 

Many  other  remarkable  women  of  India  might  be 
mentioned,  such  as  Mrs.  S.  Satthianadhan,  prominent 
in  philanthropy,  the  pioneer  Indian  woman  in  the 
study  of  medicine  and  one  of  the  best  known  literary 
women  of  India,  Dr.  Karmarkar,  of  Bombay,  and 
Miss  Lilavati  Singh,  of  Lucknow. 

As  one  understands  the  influence  which  such  women 
wield,  not  only  in  conducting  various  forms  of  work, 
but  in  demonstrating  to  their  people  that  there  is  a high 
place  for  educated  Christian  womanhood  in  Eastern 
society,  one  is  able  to  understand  the  dynamic  value 
of  the  agencies  by  which  they  were  trained. 

To  what  more  exalted  or  more  highly  multiplying 
service  could  a Christian  young  woman  of  the  widest 
influence  and  training  aspire  than  that  of  increasing 
the  number  of  women  of  this  kind  and  building  Chris- 
tian character  into  the  life  and  motherhood  of  great 
nations,  especially  in  these  days  of  their  radical  re- 
construction ? 


CHAPTER  VI 


SOME  PRESENT  PROBLEMS 

In  this  chapter  there  will  be  treated  some  special 
problems  connected  with  educational  missions  which 
at  the  present  time  are  claiming  the  attention  of  mis- 
sionary administrators,  both  at  home  and  on  the  mis- 
sion field.  This  list  is  not  exhaustive  but  is  suggestive 
of  the  importance  and  complexity  of  the  work  of 
education  in  countries  emerging  from  static  condi- 
tions into  a condition  of  intellectual  and  national  mo- 
bility. The  problem  is  complicated  by  the  fact  that 
missionary  institutions  must,  in  the  very  nature  of 
the  case,  continue  to  be  promoters  of  Christianity ; so 
that  to  the  educational  questions  there  are  added 
problems  of  religion.  The  educator  therefore  should 
be  a student  and  expert  in  the  realm  of  education  and 
religion  and  capable  of  combining  them  in  an  educa- 
tional system  so  that  both  will  be  the  gainer  from 
the  union.  This,  quite  apart  from  general  educational 
questions,  is  a task  of  no  mean  proportions. 

i.  Among  the  problems  of  the  hour  with  which 
educational  missions  have  to  deal,  there  may  be  men- 
tioned first  those  pertaining  to  the  subjects  of  study. 
Under  the  intellectual  renaissance,  so  marked  through- 
out Asia  at  the  present  time,  and  moving  forward 
with  a speed  and  momentum  that  astounds  the  West, 
there  are  calls  for  immediate  and  marked  changes 
in  the  courses  of  education  given  in  those  countries. 
While  it  is  not  possible  within  the  limits  of  this  vol- 
ume to  discuss  these  questions  at  length,  yet  a few 
of  them  may  be  referred  to  as  an  indication  of  de- 


129 


130 


EDUCATIONAL  MISSIONS 


velopments  that  are  already  taking  place  and  that 
probably  will  advance  much  more  rapidly  in  the  years 
just  before  us  than  in  any  corresponding  period  in 
the  history  of  the  world.* 

(i)  Science  of  Government.  There  is  probably  no 
one  department  of  education  that  will  be  so  eagerly 
sought.  Dr.  Verbeck  reported  that  in  the  beginning 
of  his  educational  work  in  Japan, — so  conspicuous  and 
influential  in  forming  the  new  empire, — his  students, 
who  came  for  the  most  part  from  the  ruling  classes, 
clamored  for  special  instruction  in  Christianity  and 
constitutional  government. f Many  of  the  men  who 
took  leading  positions  in  the  reorganization  of  new 
Japan  were  among  those  who  received  their  first 
knowledge  of  the  science  of  government  in  the  schools 
under  the  hand  of  Dr.  Verbeck. 

In  China,  not  only  the  students,  but  the  great  think- 
ing mass  of  the  people  have,  during  the  last  few 
years,  been  intensely  eager  to  hear  lectures  or 
read  books  on  constitutional  government.  So  far 
as  possible  the  missionaries  have  met  this  demand. 
Not  only  is  it  essential  that  those  who  are  to  hold 
prominent  places  in  the  direction  of  provincial  and 
national  affairs  should  be  thoroughly  familiar  with 
this  subject,  but  a certain  amount  of  instruction  in 
it  is  necessary  for  the  ordinary  citizen  who  may  never 
hold  office  but  who  is  expected  to  exercise  his  rights 
as  a citizen  by  the  use  of  the  ballot  and  in  maintaining 
order. 

The  same  demand  is  true  of  Turkey.  Enver  Bey, 
the  intrepid  military  commander  who  took  a promi- 
nent part  in  the  overthrow  of  the  old  regime  in  Tur- 
key, in  1908,  and  the  establishment  there  of  a consti- 

* For  curricula  in  mission  schools  and  colleges,  see  section  on  Chris- 
tian education  in  “Mission  Problems  and  Policies  in  Asia.” 

t See  Griffis’  “Verbeck  of  Japan.” 


SOME  PRESENT  PROBLEMS 


131 

tutional  government,  made  the  public  statement  that 
they  would  never  have  dared  attempt  to  establish 
popular  government  in  the  empire,  had  they  not 
relied  upon  the  teaching  of  the  mission  colleges 
during  the  past  fifty  years.  While  the  science  of 
government  was,  under  the  old  order,  a forbidden 
topic,  nevertheless  the  administrators  of  missionary 
institutions  felt  compelled  to  instruct  their  pupils  to 
a certain  degree  in  the  history  and  character  of 
constitutional  governments,  as  well  as  the  character- 
istics of  a just  government  which  exists  for  the  sake 
of  the  governed  rather  than  in  the  interests  of  those 
who  exercise  authority.  This  demand  will  rapidly 
increase,  as  national  changes  take  place  in  Turkey 
and  in  Macedonia,  calling  for  knowledge  on  this  par- 
ticular topic.  Indeed,  there  is  no  country  to-day  in 
which  Christian  educational  institutions  are  estab- 
lished as  a part  of  the  missionary  propaganda,  where 
the  science  of  government  should  not  have  a place 
in  the  regular  instruction  of  the  higher  educational 
institutions. 

(2)  International  Law.  International  law  is  a 
necessary  corollary  to  instruction  in  the  science  of 
government.  Just  as  soon  as  the  nations  that  have 
hitherto  remained  in  obscurity  come  into  prominence 
and  begin  to  exercise  their  rights  and  responsibilities 
as  nations  in  contact  with  other  nations  of  the  world, 
it  is  of  fundamental  importance  that  the  leaders  un- 
derstand the  usages  of  civilized  nations  in  directing 
their  relations  to  each  other.  It  was  because  the  lead- 
ers of  old  China  knew  nothing  of  the  principles  un- 
derlying the  relations  of  one  nation  to  another  that, 
as  late  as  1900,  the  Boxer  movement  became  possible 
and  was  adopted  by  the  Empress  Dowager  as  a means 
of  expelling  foreigners  from  the  empire  and  restoring 
China  to  her  old  seclusion.  In  order  to  prevent  the 


132 


EDUCATIONAL  MISSIONS 


recurrence  of  events  of  that  character,  and  in  order 
to  make  sure  that  the  future  international  relations  of 
the  new  governments,  rapidly  becoming  more  varied 
and  intimate,  will  be  cordial,  it  is  necessary  that  their 
leaders  shall  be  trained  in  this  important  subject. 

(3)  Economics.  The  study  of  economics  bears  less 
directly  upon  international  relations  than  do  the  two 
subjects  already  discussed,  and  yet  there  is  no  topic 
which  appeals  more  directly  to  the  leading  citizens 
of  the  awakening  Eastern  countries  and  which  will 
be  more  widely  called  for  in  the  development  of  the 
resources  of  those  countries  along  modern  lines.  It 
goes  without  saying  that  a country  that  has  remained 
in  seclusion  is  backward  in  its  economic  development. 
This  development  not  only  calls  for  capital  and  for 
the  general  technical  training  of  a large  number  of 
the  young  men  of  the  country,  but  it  requires  the 
guidance  of  leaders  who  have  received  education  in 
modern  economics. 

It  is  only  by  such  internal  development  that  a coun- 
try like  China  can  protect  itself  from  being  exploited 
in  the  interests  of  foreign  corporations.  It  is  not  a 
difficult  matter  for  foreign  capital  to  obtain  from  newly 
developing  countries  irrevocable  and  long  standing 
concessions,  which  are  made  to  the  detriment  of  the 
country  itself,  retarding  internal  development,  if  in- 
deed they  do  not  make  the  new  nation  financially  help- 
less in  the  face  of  foreign  capital  protected  by  foreign 
diplomacy.  Courses  in  economics  in  a mission  collegi- 
ate institution  will  impress  upon  the  country  itself 
the  fact,  which  often  needs  to  be  impressed,  that  the 
missionary  is  there  in  the  interests  of  the  people  and 
of  the  country,  and  that  he  is  trying  to  give  his  stu- 
dents an  education  which  will  be  practical  as  they 
go  out  into  life  and  become  a working  force  in  the 
community  and  the  nation. 


SOME  PRESENT  PROBLEMS 


133 


(4)  Sociology.  This  is  a comparatively  new  sub- 
ject in  America.  The  thing  for  which  the  name  stands 
is  not  new,  but  it  is  only  in  recent  years  that  we  are 
beginning  to  study  the  laws  of  society  and  the  forces 
that  are  operating  through  society  for  breaking  down 
or  lifting  up  the  community.  The  missionary  is  a con- 
spicuous illustration  of  the  sociological  worker.  He 
has  established  his  home  in  the  midst  of  paganism, 
has  there  reared  his  children,  and  lived  among  the 
people,  going  out  and  coming  in  as  one  of  the  native 
community.  He  has  remained  there  during  his  en- 
tire life,  and  often  has  been  followed  at  his  death  by 
his  children,  who  have  taken  up  his  work  where  he 
dropped  it  and  carried  it  on  in  the  same  way.  His  life, 
his  work  and  his  message  have  steadily  exerted  a social 
influence  of  much  power.  Yet  there  has  not  been,  on 
the  part  of  the  missionary,  that  orderly  study  of  so- 
cial conditions  which  the  situation  warrants  and  even 
demands,  while  there  has  been  little  attempt  hitherto, 
in  any  missionary  institution,  to  teach  the  science  of 
society.  The  time  is  rapidly  approaching,  if  it  has 
not  already  arrived,  when  this  question  of  the  build- 
ing up  of  a Christian  society  in  a non-Christian  land 
should  be  approached  and  taught  more  scientifically. 

The  study  of  sociology  is  the  more  necessary  in 
the  East  because  society  rests  on  such  a different 
basis  from  that  of  the  West.  The  Oriental  needs 
especially  to  understand  that  conditions  in  the  West 
are  the  result  of  centuries  of  development,  and  while 
he  can  abbreviate  this  development  to  a certain  extent 
he  cannot  create  over  night  all  the  elements  which 
make  Western  society  what  it  is. 

(5)  Comparative  Religions.  A missionary  who  has 
made  a careful  study  of  the  Eastern  religions  under- 
stands those  religions  from  their  historic  standpoint 
better  than  do  the  great  majority  of  the  people  them- 


134 


EDUCATIONAL  MISSIONS 


selves  and  is  thus  in  a position  to  gain  ready  access 
to  their  confidence.  For  the  same  reason  it  is  a great 
aid  to  the  native  pastor,  preacher,  evangelist  and 
teacher  to  have  a clear,  scientific  knowledge  of  his 
own  faith.  For  example,  the  Chinese  evangelist  or 
pastor  who  is  set  to  reach  the  Moslems  in  China  would 
find  a door  of  approach  and  an  entrance  even  to  the 
inner  shrines  of  the  Moslem  heart,  did  he  know  about 
Mohammedanism  and  its  history,  and  about  Moham- 
med, its  prophet  and  leader.  The  native  pastor  in 
India,  whose  only  knowledge  of  Hinduism  has  been 
obtained  from  the  simple  practices  of  the  people  of 
his  own  village  or  caste,  would  necessarily  become 
more  influential  and  more  of  a recognized  religious 
leader  everywhere,  were  he  able  to  discuss  intelli- 
gently and  broadly  the  great  religions  of  India. 

There  is  great  need  therefore  that  the  teaching  of 
religions  should  receive  much  greater  prominence  in 
the  Christian  colleges  and  especially  in  the  theologi- 
cal schools  of  the  mission  field. 

(6)  The  extent  to  which  the  study  of  English 
language  * and  literature  should  be  emphasized  in  mis- 
sion institutions  is  one  of  the  unsolved  problems  of 
educational  missions.  It  goes  without  saying  that 
the  earlier  schools  were  begun  in  the  vernaculars.  The 
absence  of  text-books  and  of  a general  literature  in 
the  vernacular  led  to  the  introduction  of  the  language 
of  the  superintending  missionary  into  the  higher  in- 
stitutions as  a foreign  language,  in  which  text-books 
could  be  procured  and  a general  literature  obtained. 
As  most  of  the  missionaries  in  the  East  were  English 

* For  the  place  of  English  in  mission  schools,  see  The  East  and  the 
West,  for  January,  1910,  pp.  9-13. 

See  also  Speer’s  “Missionary  Principles  and  Practice,”  p.  239. 

For  an  argument  against  the  teaching  of  English  in  China,  see 
Henry’s  “The  Cross  and  the  Dragon,”  pp.  427-438. 


SOME  PRESENT  PROBLEMS 


135 


speaking,  this  language  was  very  widely  introduced 
into  many  mission  schools  at  an  early  period.  Some 
of  the  missionary  societies  were  opposed  to  the  ex- 
tensive teaching  of  English  and  made  efforts  to  pre- 
vent it,  but  with  little  success.  In  India,  where  the 
language  of  the  governing  country  is  English,  the  gov- 
ernment a generation  ago  made  this  the  language  of 
all  the  schools  of  India  above  the  intermediate  grade. 

In  other  countries  such  as  China  and  Turkey  it  was 
a question  as  to  how  far  the  pupils  of  the  school 
should  be  taught  not  only  to  read  with  commendable 
ease  and  efficiency  English  text-books  and  Eng- 
lish literature,  but  also  to  speak  it.  There  has  never 
been  a fixed  standard  in  this  respect.  Some  schools 
put  equal  emphasis  upon  the  ability  to  speak  and  to 
read.  Others  take  the  ground  that  as  the  graduates  of 
the  school  are  to  remain  in  their  own  country  and 
to  use  their  own  vernacular,  the  speaking  of  English 
is  of  secondary  importance.*  All  are  agreed,  how- 
ever, that  to  the  college  graduate  a reading  knowledge 
of  English  is  necessary  in  order  to  open  to  him  the 
great  wealth  in  literature,  science,  art  and  religion 
which  can  be  obtained  only  through  the  English  lan- 
guage. Experience  has  shown  that  those  who  have 
received  thorough  education  in  English  readily  main- 
tain their  position  of  leadership,  while  those  who  have 
been  trained  only  in  the  vernacular  are,  almost  with- 
out exception,  unable  to  keep  pace  with  the  onward 
progress  of  thought  and  life  in  the  world  and  even  in 
their  own  country. 

On  the  other  hand,  there  is  great  danger,  as  for 
instance  in  China,  that  although  well  trained  in  Eng- 
lish the  pupils  will  fail  to  become  proficient  in  the  use 

* For  language  difficulties  of  Christian  education  in  Siam  and  Lao, 
see  McGilvary’s  “A  Half  Century  Among  the  Siamese  and  the  Lao," 
pp.  222-22 5. 


136 


EDUCATIONAL  MISSIONS 


of  their  own  language,  thus  giving  the  appearance,  at 
least  to  their  people,  of  not  being  well  educated  and 
lessening  their  influence  among  their  countrymen. 
The  general  agreement,  however,  seems  to  be  that 
a modern  Western  language  is  essential  for  the  proper 
education  of  the  young  men  and  the  young  women  of 
the  East,  while,  at  the  same  time,  the  vernacular  must 
be  taught  scientifically  and  thoroughly  in  order  that 
the  graduates  of  these  schools  may  not  be  deficient 
in  the  use  of  their  mother  tongue. 

(7)  In  schools  of  the  lower  grade  there  is  need 
for  modification  of  the  curricula.  For  example,  it  is 
now  being  urged  by  some,  and  with  much  justification, 
that  in  such  schools  simple  courses  in  good  citizen- 
ship are  desirable.  These  would  include  hygiene,  sani- 
tation, civics  and  even  some  elementary  ideas  as  to 
sociology,  economics  and  international  relations.  Suc- 
cessful work  of  this  character  is  being  done  at  Hamp- 
ton Institute  in  America. 

(8)  Another  subject  of  instruction  destined  to  re- 
ceive greater  attention  in  the  future  is  that  of  indus- 
trial training.  Industrial  education  has  been  develop- 
ing rapidly  during  the  past  few  years  in  the  West,  and 
it  seems  to  be  evident  that  it  will  occupy  a much 
larger  place  in  our  educational  system  than  hereto- 
fore. Missionary  education  is  learning  from  this  ex- 
perience that  it  cannot  afford  to  ignore  such  prominent 
and  permanent  elements  in  Western  educational  de- 
velopment. As  a matter  of  fact,  industrial  education 
constitutes  one  of  the  most  difficult  of  the  unsolved 
problems  of  missionary  education.  It  is  accepted  that 
industries  and  industrial  training  hold  a large  and 
important  place  in  the  building  up  of  self-respecting 
and  self-supporting  Christian  communities  * and  that 

For  the  place  of  industrial  education,  see  The  East  and  the  West , 
January,  1910,  pp.  21-26. 


SOME  PRESENT  PROBLEMS 


137 


these  branches  of  instruction  should  be  greatly  de- 
veloped in  the  near  future. 

industrial  education,*  about  which  there  is  no 
little  misunderstanding,  may  be  considered  under  four 
separate  aspects. 

(a)  Self-help.  This  marks  the  beginning  of  in- 
dustrial work.  It  did  not  begin  as  industrial  train- 
ing but  to  afford  students  an  opportunity  to  earn  by 
some  kind  of  helpful  industry  a part  or  the  whole  of 
the  scholarships  given  them.  Self-help  was  recog- 
nized early  in  the  history  of  missionary  work  as  a 
legitimate  means  of  giving  aid  to  the  student.  No 
emphasis  then  was  put  upon  the  value  that  manual 
labor  might  have  for  the  student  himself.  It  began 
by  engaging  certain  students  to  take  care  of  the  school- 
house  and  grounds,  or  to  render  assistance  in  con- 
nection with  the  boarding  department  of  the  school. 
Later  there  came  the  introduction  of  carpentry  and 
cabinet  work,  the  student  aiding  in  the  construction 
of  new  buildings  or  in  repairs  upon  old  buildings,  and 
in  the  making  of  desks  and  furniture  for  the  school. 

It  was  a natural  step  from  this  to  the  establishment 
of  carpenter  and  cabinet  shops,  in  which,  for  certain 
hours  of  the  day,  students  labored  for  a wage  in  the 
manufacture  of  articles  that  were  sold,  the  money 
obtained  from  the  sales  going  to  swell  the  scholarship 
fund.  It  was  in  this  stage  of  the  development  of 
self-help  that  the  idea  in  the  minds  of  the  missionaries 
began  to  grow  into  a recognition  of  what  it  meant 
to  students  to  be  able  after  graduating  from  the 

* For  industrial  education  in  India,  see  the  "Year  Book  of  Mis- 
sions in  India,  1912,”  pp.  52-59. 

For  industrial  mission  schools  in  China,  see  the  "China  Mission 
Year  Book,  1912,”  Chapter  XXVI. 

For  industrial  education  in  China,  see  Centenary  Missionary  Con- 
ference Report,  1907,  pp.  81-91. 

For  industrial  work  in  Africa,  see  Wells’  “Stewart  of  Lovedale,’’ 
pp.  215-221. 


138 


EDUCATIONAL  MISSIONS 


school  to  act  as  carpenters,  as  cabinet  makers,  as 
printers,  and  in  a variety  of  other  trades. 

The  self-help  idea  runs  through  most  of  the  in- 
dustrial work  now  carried  on  in  the  mission  field  and 
has  been  of  great  value,  not  only  in  enabling  many 
students,  who  otherwise  would  not  be  able  to  do  so, 
to  secure  an  education,  but  also  in  allowing  the  school 
to  take  in  a larger  number  of  students  than  it  other- 
wise could.  It  has  also  given  many  of  these  men 
power  to  become  at  once  self-supporting  and  effective 
members  of  society  as  soon  as  they  finish  their  course. 
The  same  plan  has  been  applied  to  the  education  of 
girls,  and  for  the  same  reason.  In  many  of  the 
boarding  schools  the  girls,  besides  making  their  own 
clothing  and  doing  practically  all  the  domestic  work 
of  the  school  under  competent  instructors,  learn  to 
make  lace  and  do  various  kinds  of  embroidery  for 
which  there  is  a market.  Probably  all  missionary 
leaders,  both  on  the  field  and  at  home,  would  acknowl- 
edge that  self-help,  which  has  developed  into  a distinct 
form  of  industrial  training,  has  been  of  great  value 
and  is  worthy  of  great  enlargement. 

(b)  Trade  schools.  The  forms  of  self-help  above 
referred  to  constitute  in  a measure  trade  schools,  al- 
though they  were  not  organized  for  that  purpose. 
Few  schools  to-day  in  the  mission  field  are  conducted 
strictly  as  trade  schools,  that  is,  on  the  basis  of  defi- 
nitely teaching  a trade  to  the  pupils.  Such  a school 
is  necessarily  expensive,  probably  too  expensive  to 
be  taken  up  by  the  missionaries  to  any  great  extent. 
One  of  the  chief  difficulties  is  that  the  trade  as  taught 
in  a trade  school  produces  a workmanship  that  is 
much  superior  to  that  of  the  ordinary  native  artisan 
who  has  learned  his  trade  through  years  of  appren- 
ticeship. As  the  work  is  better,  it  must  bring  a higher 
price  in  order  to  make  the  trade  profitable.  This 


Canton  Christian  College,  Canton,  China 
Geography  Class  in  the  Field 
Class  in  Gardening 


SOME  PRESENT  PROBLEMS 


139 


confronts  the  trade  school  with  a serious  financial 
problem,  for  few  of  the  people  have  as  yet  learned 
the  superior  value  of  a superior  article  and  are  quite 
content  with  an  inferior  article  produced  by  the  less 
capable  workman. 

(c)  Manual  training.  The  fundamental  idea  of 
this  method  of  training  was  that  it  consisted  not  in 
the  production  of  anything  useful  but  in  the  training 
of  the  hand  and  eye  and  the  instruction  in  principles 
which  later  might  be  applied  by  the  student  to  useful 
and  commercial  purposes.  It  was  useful  in  creating  a 
right  and  wholesome  attitude  toward  work  with  the 
hands ; but  it  produced  no  financial  returns  to  the 
school  and  required  skilled  and  high-priced  teachers. 
At  the  present  time,  purely  manual  training  has  almost 
no  place  in  the  system  of  missionary  education. 

(d)  Agriculture.  This  is  a department  of  indus- 
trial education  that  must  necessarily  stand  by  itself. 
Its  importance  cannot  be  overestimated  since  most  of 
the  peoples  reached  by  the  missionaries  receive  their 
support  and  living  from  the  soil.  At  the  same  time, 
one  who  has  traveled  throughout  the  East  recognizes 
everywhere  the  backward  nature  of  agriculture,  espe- 
cially in  countries  like  Turkey,  Persia,  India,  Ceylon, 
Burma,  Africa,  and  throughout  the  islands  of  the 
Pacific.  A returned  missionary  from  India,  recently 
addressing  audiences  in  this  country,  carried  in  his 
hands  to  the  meetings  the  complete  agricultural  out- 
fit of  the  average  Indian  farmer.  There  is  not  the 
same  need  in  Japan  and  China,  although,  even  there, 
the  introduction  of  modern  methods  of  cultivation, 
and  especially  of  new  species  of  grains  and  fruits 
and  vegetables,  and  of  new  strains  of  stock,  would  be 
of  enormous  value. 

Little  has  been  done  by  missionaries  in  the  way  of 
teaching  scientific  farming,  although  it  has  been  at- 


140 


EDUCATIONAL  MISSIONS 


tempted  in  some  places  to  a limited  degree.  However, 
there  is  a strong  tendency  in  that  direction,  and  we 
may  expect  to  see  within  the  next  few  years,  in  con- 
nection with  some  of  the  educational  institutions,  reg- 
ular agricultural  schools  or  colleges,  which  will  take 
up  in  a scientific  way  the  study  of  the  conditions  and 
needs  of  the  country,  giving  instruction  to  young  men 
in  modern  agricultural  methods.  Some  of  the  great- 
est needs  are  a study  of  fertilization,  crop  rotation  and 
the  character  and  chemistry  of  the  soil,  the  introduc- 
tion of  modern  agricultural  implements,  the  bringing 
in  of  new  seeds,  fruits  and  vegetables,  and  the  dis- 
placement of  old,  worn-out,  run-down  stock  by  cattle, 
horses  and  fowls  of  new  strain.* 

One  question  connected  with  industrial  education 
and  training  should  be  mentioned,  viz.,  the  drawing 
of  the  line  between  industrial  training  and  commer- 
cialism. It  is  an  easy  matter  to  step  over  the  line  and 
convert  the  mission  school  into  a commercial  plant 
conducted  for  the  purpose  of  making  money.  This 
has  been  done  in  more  than  one  great  industrial  en- 
terprise, to  its  missionary  and  educational  detriment. 
It  is  an  easy  matter  to  develop  a rug-weaving  depart- 
ment of  a missionary  training  school  into  a rug 
factory.  This  puts  upon  the  missionary  the  necessity 
of  finding  a market  for  the  product  and  throws  him 
at  once  into  competition  in  the  commercial  world,  to 
the  injury  of  his  missionary  efficiency  and  influence. 

A word  should  be  said  also  with  reference  to  the 
cost  of  industrial  training.  Experience  has  shown 
that,  unless  there  is  outside  aid,  it  is  practically  im- 
possible profitably  to  conduct  an  industrial  enterprise 
in  connection  with  a mission  school.  The  workmen 
are  for  the  most  part  unskilled,  and  there  is  neces- 

*For  agricultural  missionary  work  in  South  Africa,  see  Wells’ 
“Stewart  of  Lovedale,”  pp.  206-214. 


SOME  PRESENT  PROBLEMS 


141 


sarily  a large  loss  in  the  breakage  of  tools  and  in  the 
waste  of  material.  It  is  found  that,  with  the  cost  of 
instruction,  this  materially  reduces  the  profit  of  the 
final  product  to  such  a degree  that  the  school  cannot 
expect  to  be  self-supporting.  This  is  especially  true 
of  an  agricultural  school. 

The  effect  of  the  industrial  work  that  has  been 
introduced  has  been  to  give  to  the  Christian  commu- 
nity a place  of  recognized  leadership  which  it  could 
not  otherwise  have  commanded.  In  many  of  the  mis- 
sion countries  it  is  assumed  that  when  one  becomes 
a Christian  he  at  once  becomes  a progressive,  not 
only  a progressive  in  religious  matters  but  in  intel- 
lectual and  industrial  matters  as  well.  He  is  no  longer 
bound  by  the  old,  traditional  customs  which  held 
him,  under  his  former  religious  belief.  He  experi- 
ences a freedom  and  a liberty  and  an  initiative  that 
mark  him  at  once  as  a new  man,  and  so  the  Christian 
communities  are  already  recognized  as  in  advance 
of  the  old  communities  in  all  these  directions.  This 
has  brought  a thrift  to  the  Christians  that  not  only 
has  made  them  vastly  more  respected,  but  has  con- 
tributed toward  the  self-support  of  the  Native  Church 
and  the  native  schools  in  a degree  which  could  not 
have  been  realized  except  under  these  conditions. 

2.  Already  something  has  been  said  regarding 
the  importance  and  difficulty  of  maintaining  high  edu- 
cational ideals  in  mission  countries.  One  phase  of 
the  problem  which  may  receive  special  mention  here 
is  the  fact  that  Oriental  instructors  in  schools  and 
colleges  do  not  easily  accept  or  rigidly  enforce  some 
of  the  standards  which  are  demanded  by  modern  edu- 
cation. Most  of  the  teachers  and  professors  con- 
nected with  the  mission  institutions  are  Orientals 
who  have  been  trained  in  the  customs  and  traditions 
of  Oriental  society  and  in  the  Oriental  method  of 


142 


EDUCATIONAL  MISSIONS 


thinking  and  of  dealing  with  their  fellow  men.  It  is 
not  in  accordance  with  the  methods  and  temperament 
of  the  East  to  have  inflexible  standards.  It  is  difficult 
for  a man  of  the  East  not  to  take  into  consideration 
the  rank  of  the  person  with  whom  he  is  dealing  when 
he  considers  questions  of  standard  of  excellence  or  of 
merit.  A body  of  Oriental  teachers  will  condition  or 
expel  a boy  or  girl  of  low  social  rank  for  falling 
below  the  standard  fixed  by  the  school  for  any  study 
or  course.  If,  however,  the  student  is  the  son  or 
daughter  of  a man  of  rank  and  social  influence,  it  is 
exceedingly  difficult  to  secure  the  cooperation  of  the 
same  body  of  teachers  in  applying  the  same  discipline. 
This  will  suffice  to  illustrate  the  difficulty  of  the  mis- 
sionary educator  in  enforcing  the  high  ideals  and 
standards  of  education  which  he  brings  to  his  work. 

3.  Related  to  this  problem  is  the  difficulty  of  Ori- 
entalizing the  education  given  by  the  mission,  so  that 
it  becomes  really  indigenous  and  suited  to  the  special 
conditions  and  needs  of  the  country,  while  maintain- 
ing the  best  educational  traditions.  It  is  a question 
that  requires  for  its  solution  patience,  tact,  sympathy, 
ingenuity  and  expert  educational  knowledge. 

This  question  was  largely  ignored  by  the  early  mis- 
sionaries, partly  because  there  is  little  demand  among 
Eastern  people  for  an  education  simply  for  its  own 
sake,  and  partly  also  on  grounds  of  utility.  The 
earlier  schools  aimed  at  training  preachers  and  teach- 
ers who  were  to  be  employed  first  and  chiefly  by  the 
missions  themselves.  Partly  because  of  the  persis- 
tence of  this  utilitarian  idea  and  partly  because  seri- 
ous thought  was  not  given  to  the  larger  outreach  and 
possibilities  of  education,  the  instruction  given  was 
entirely  of  a foreign  flavor. 

This  education  did  not  directly  touch  the  life  of 
the  country  nor  prepare  the  students  receiving  it  to 


SOME  PRESENT  PROBLEMS 


143 


go  out  among  their  own  people  and  win  their  way 
as  leaders  among  those  quite  outside  of  the  mission- 
ary circle.  Changes  that  are  now  taking  place  in  mis- 
sion schools  are  in  the  direction  of  shaping  the  edu- 
cational courses  so  that  men  and  women  trained  in 
them  will  be  especially  equipped  to  enter  the  teach- 
ing professions  in  government  schools,  to  take  civil 
positions  under  the  government, — in  a word,  to  be 
citizens  of  the  largest  usefulness  and  influence  in 
every  walk  of  life,  including  industry  and  commerce. 
It  is  no  easy  matter  to  make  this  adaptation  without 
sacrificing  anything  either  in  the  ideals  or  method  of 
modern  education. 

So  long  as  the  people  of  China,  for  example,  regard 
missionary  education  as  Western,  that  education  will 
not  take  hold  of  the  intellectual  life  of  China,  but 
when  that  same  education  is  adopted  by  the  people 
themselves  and  promoted  by  their  own  effort  and  at 
their  own  expense,  then  it  no  longer  is  viewed  as  a 
missionary  undertaking  but  becomes  a part  of  the 
educational  system  of  China.  We  have  seen  this  proc- 
ess worked  out  in  Japan,  and  must  expect  that  it 
will  be  the  method  pursued  in  all  mission  countries. 

4.  If  it  is  important  to  live  up  to  the  highest  edu- 
cational standards,  it  is  even  more  important  to  main- 
tain the  truly  Christian  character  and  value  of  educa- 
tional mission  work.*  There  is  a real  danger  in 
educational  work  that,  under  the  pressure  either  of 
the  local  government  or  of  the  desire  to  raise  the 
intellectual  standard,  the  religious  teaching  will  be 
diminished  until  it  holds  a very  secondary  place 
in  the  necessary  work  of  the  classroom  or  until  it 
is  put  into  the  electives  or  is  even  completely  ruled  out. 
Under  the  heavy  pressure  brought  to  bear  upon  all 

* For  educational  and  religious  efficiency,  see  section  on  Christian 
education  in  “Mission  Problems  and  Policies  in  Asia.” 


144 


EDUCATIONAL  MISSIONS 


of  the  colleges  of  India  affiliated  with  the  universities, 
it  is  difficult  even  to  find  place  for  any  genuine  study 
of  Christianity.  In  some  other  countries,  where  the 
subjects  in  which  students  are  deeply  interested  or 
which  are  deemed  especially  important  increase  in 
number,  it  requires  no  little  courage  on  the  part  of 
the  missionaries  in  charge  to  insist  that  the  study  of 
Christianity  shall  have  an  important  and  conspicuous 
place  in  the  program  of  the  school. 

The  pressure  upon  the  teachers  themselves  is  liable 
to  lead  them  to  put  primary  emphasis  upon  the  work 
of  their  departments,  leaving  religious  training,  and 
even  the  attempt  to  bring  to  bear  upon  the  students 
any  special  religious  influence,  in  the  background. 
There  are  few  heads  of  missionary  colleges  who  have 
not  found  themselves  at  times  face  to  face  with  this 
question,  as  they  have  seen  their  teaching  staff  become 
enthusiastic  over  the  work  of  their  various  depart- 
ments, and  correspondingly  impatient  over  the  time 
demanded  of  their  students,  even  if  not  of  themselves, 
for  Christian  instruction. 

There  is  general  agreement  that  all  mission  schools, 
or  schools  that  bear  the  name  Christian,  shall  have  a 
daily  chapel  exercise,  at  which  all  students  are  ex- 
pected to  be  present,  and  that  there  shall  be  at  least 
one  Sabbath  service  with  required  attendance.  Beyond 
this  there  are  all  degrees  of  requirements  in  the  line 
of  religious  studies,  including  the  study  of  the  Bible 
and  attendance  upon  other  services.  Some  Christian 
colleges  are  inclined  to  make  the  Bible  study  optional, 
while  in  others — and  in  this  most  of  the  mission  col- 
leges agree — the  scientific,  comprehensive  graded 
courses  for  the  study  of  Christianity  as  a great  re- 
ligion are  required  from  all  students.  In  these  cases, 
the  last  years  in  college  are  given  more  to  the  study 
of  apologetics,  or  the  history  of  the  development  of 


Students  Forming  to  Enter  Chapel,  Assiut  College,  Assiut,  Egypt 


SOME  PRESENT  PROBLEMS 


145 

Christianity  in  the  world.  The  fact  need  hardly  be 
added  that,  so  far  as  direct  power  over  the  students 
is  concerned,  the  quiet,  persistent  influence  of  daily 
Christian  living  on  the  part  of  the  teacher  counts  for 
more  than  any  degree  of  classroom  instruction  in 
Christian  doctrine. 

5.  Among  the  problems  of  educational  missions, 
especially  in  India  and  some  other  countries  of  the 
East,  must  be  included  that  of  the  wise  use  of  the 
hostel  or  dormitory.*  In  national  institutions  where 
Christianity  is  not  permitted  to  be  taught,  it  is  pos- 
sible for  Christians  to  establish  a hostel  or  home  for 
students.  Some  of  these  hostels  are  for  Christians 
only,  while  others  are  open  to  all  students  of  good 
moral  character.  The  plan  is  not  simply  for  a dor- 
mitory in  which  the  student  may  find  a room,  but 
for  a residence,  or  home,  in  which  he  will  be  sur- 
rounded with  healthy  moral  influences.  In  such  a 
dwelling,  moral  and  Christian  teaching  is  always  prac- 
ticable, and  the  atmosphere  of  the  place  can  be  made 
decidedly  Christian.  Many  of  these  hostels  have  been 
already  established  in  connection  with  the  national 
schools  of  Japan  and  India,  and  others  are  in  con- 
templation for  China. 

6.  Another  question  by  which  missionary  leaders 
are  perplexed  is  the  danger  of  denationalizing  stu- 
dents through  the  teaching  and  atmosphere  of  the 
missionary  colleges. f Missionary  education  is  for  the 
purpose  of  training  students  for  life  among  their  own 
people.  There  is  infinite  loss  if  they  are  educated 

* For  hostels  in  the  mission  field,  see  section  on  Christian  education 
in  “Mission  Problems  and  Policies  in  Asia.” 

t For  denationalizing  of  students,  see  address  of  Mr.  Junod  in  Edin- 
burgh Missionary  Conference  Report,  Vol.  Ill,  pp.  420-421. 

See  also  The  East  and  the  West,  July,  1913,  pp.  316-317. 

See  also  Report  of  the  Edinburgh  Missionary  Conference,  Vol.  Ill, 
PP-  373,  374- 


146 


EDUCATIONAL  MISSIONS 


away  from  their  surroundings  and  their  race  so  that, 
to  those  that  are  closest  to  them  and  whom  they  hope 
to  influence,  they  seem  like  foreigners.  This  may  be 
brought  about  both  by  the  courses  of  instruction  given 
them  and  by  the  environment  of  the  school  in  which 
they  study.  If,  when  they  enter  the  missionary  insti- 
tutions, they  find  themselves  surrounded  by  the  atmos- 
phere and  customs  of  the  West,  and  if  they  are  made 
to  feel  that  these  are  the  marks  of  civilization,  while 
the  simple  customs  of  their  own  country  are  indica- 
tions of  paganism,  there  will  be  turned  out  from  these 
schools  graduates  of  both  sexes  disqualified  for  effec- 
tive work  as  leaders  in  their  native  lands.  They  will 
have  become  educated  into  a frame  of  mind  that  will 
make  it  impossible  for  them  to  be  acceptable  to  their 
own  people.  Oriental  students  who  go  abroad  to 
complete  their  education  are  particularly  liable  to  be 
Westernized. 

7.  Another  problem  is  raised  by  the  growing  prac- 
tice in  some  missionary  societies  of  appointing  to  mis- 
sion colleges  teachers  or  tutors  under  a short  term 
agreement. 

The  general  rule  of  the  missionary  societies  has 
been  and  is  to  appoint  as  missionaries  only  those  who 
enter  upon  the  work  with  the  intention  of  remaining 
in  it  for  life.  This  rule  has  been  generally  followed 
in  the  case  of  missionaries  who  were  appointed  with 
special  reference  to  educational  work.  There  are 
strong  reasons  why  this  custom  should  continue  in 
every  department  of  missionary  operation. 

No  missionary  can  render  his  largest  service  until 
he  has  learned  the  vernacular  of  the  people  about  him, 
and  this  requires  from  two  to  five  years,  depending 
upon  his  ability  and  the  difficulties  presented  by  the 
language.  It  is  one  thing  to  master  the  Spanish  or 
Portuguese  of  South  America  and  quite  a different 


SOME  PRESENT  PROBLEMS 


147 


;thing  to  learn  to  use  fluently  and  freely  the  Chinese 
Mandarin. 

It  is  impossible  also  for  one  to  exert  the  widest 
influence  and  accomplish  the  most  good  until  he  has 
thoroughly  Orientalized  himself,  so  that  he  will  look 
upon  the  people  and  deal  with  them,  not  as  an  out- 
sider and  stranger,  but  as  one  who  speaks  their  lan- 
guage, sympathizes  with  their  life,  understands  their 
history,  and  enters  into  their  thoughts  and  plans  and 
hopes.  In  fact,  he  cannot  be  a missionary  in  every 
sense  of  the  word,  working  at  his  fullest  capacity, 
until  after  he  has  spent  many  years  in  preparatory 
service.  What  is  more,  in  this  as  in  any  other  career, 
the  quality  and  productiveness  of  his  work  should 
keep  improving,  as  his  experience  ripens,  as  he  grows 
in  poise  and  perspective,  and  as  he  understands  better 
the  setting  and  conditions  of  his  activities  and  develops 
more  effective  methods  of  work. 

This  fact  also  should  be  taken  into  consideration  in 
discussing  the  subject  of  life  service,  namely,  that  in 
some  of  the  Eastern  countries  one  grows  in  influence 
simply  with  the  passing  of  years.  Because  of  sheer 
age  the  patriarch  is  almost  venerated.  In  Turkey,  the 
grandfather  of  the  household,  as  the  head  of  the 
entire  establishment,  gives  orders  to  his  sons  and 
grandsons  and  great-grandsons.  He  is  not  expected 
to  work  himself  but  he  is  given  always  the  seat  of 
honor,  his  opinions  are  sought  on  every  conceivable 
subject,  and,  in  fact,  his  word  is  law  in  the  family. 
In  countries  where  this  attitude  prevails — and  it  pre- 
vails more  or  less  in  India,  China  and  Japan,  although 
perhaps  not  in  the  same  degree  that  it  does  in  the 
Levant,  the  missionary  who  has  served  twenty  or  thirty 
years  or  even  more,  by  the  very  fact  of  his  residence 
in  the  country  and  the  gray  hairs  that  adorn  his  head, 
and  the  wide  experience  that  he  is  known  to  have 


148 


EDUCATIONAL  MISSIONS 


achieved,  possesses  a hold  upon  the  people  that  he 
could  not  have  had  in  the  early  years  after  his  arrival, 
however  talented  he  may  have  been.  Years  count  and 
a long  continued  faithful  service  commands  an  influ- 
ence there  which  it  does  not  in  the  West.  This  broad 
influence  is  not  due  wholly,  by  any  means,  to  age  and 
years  of  residence,  but  is  due  also  to  the  fact  that 
one  has  acquired  a wide  acquaintance  among  the  peo- 
ple, and  large  numbers  of  the  men  and  women  who 
are  leaders  have  been  trained  at  his  hand. 

Nevertheless,  several  missionary  societies  and  the 
managers  of  independent  missionary  and  Christian  col- 
leges in  the  East  appoint  and  send  out  as  tutors  or 
teachers  young  men  and  women  who  enter  upon  the 
■work  for  a term  of  years,  some  expecting  two,  some 
three,  and  some  at  least  five  years  of  service.  Other 
missionary  societies  have  declined  to  appoint  workers 
for  a limited  period. 

Those  who  advocate  the  short  term  service  for 
tutors  and  teachers  do  so  for  some  of  the  following 
reasons : 

(a)  It  is  desirable  in  many  of  these  colleges  to 
have  some  of  the  less  advanced  subjects  taught  by 
teachers  from  the  West.  For  instance,  there  is  an 
advantage  in  having  the  younger  pupils  begin  English 
under  an  English-speaking  teacher,  in  order  to  start 
with  the  right  pronunciation.  It  could  hardly  be  ex- 
pected that  a fully  appointed  missionary  capable  of 
teaching  higher  departments  could  be  taken  out  of 
that  work  for  the  teaching  of  primary  or  intermediate 
subjects. 

(b)  It  has  been  demonstrated  that  a young  man  or 
a young  woman  attached,  soon  after  graduating  from 
college,  to  the  staff  of  an  Eastern  institution  can  enter 
at  once  more  closely  into  the  life  of  the  students  than 
can  one  who  has  followed  his  college  course  by  a 


SOME  PRESENT  PROBLEMS 


149 


graduate  course,  and  possibly  has  already  spent  some 
time  as  a fully  appointed  missionary.  His  student 
days  have  been  left  behind  him  by  many  years.  There 
is  a certain  magnetism  of  young  life  touching  young 
life  that  cannot  be  secured  in  the  case  of  an  older 
appointee.  These  young  men,  right  from  college,  enter 
into  the  athletic  life  of  the  students,  often  live  with 
them  in  the  dormitories,  eat  with  them  at  their  tables, 
and  so  get  closer  to  them  than  is  possible  for  a 
married  man  with  a home  of  his  own,  or  for  an  older 
single  man. 

(c)  The  Presidents  of  these  colleges  have  expressed 
themselves,  in  many  instances,  as  convinced  that  the 
teaching  standard  and  work  of  the  college  was  raised 
by  bringing  now  and  then  into  the  faculty  one  who 
had  just  come  from  an  institution  in  the  West  and  who 
was  able  to  bring  with  him  some  of  the  latest  and 
best  methods  of  college  administration,  classroom 
control  and  pedagogy. 

(d)  Many  of  these  tutors,  who  have  served  for 
three  years  in  some  foreign  field,  have  spoken  with 
great  emphasis,  not  only  of  the  value  of  those  three 
years  as  a part  of  their  education,  but  also  of  the 
value  of  the  experience  as  enabling  them  to  complete 
their  professional  courses  to  the  greatest  possible  ad- 
vantage. A large  number  of  those  who  have  gone  out 
for  a brief  term  service  have  been  so  impressed  with 
the  importance  of  the  work  that  they  have  come  home, 
taken  a theological  course  or  an  extended  course  of 
special  graduate  work,  and  returned  to  the  field  as 
fully  appointed  missionaries  for  life  service.  This 
course  is  often  recommended  to  those  who  graduate 
from  college  young,  and  who  find  that  they  can  afford 
three  years  or  so  out  of  their  preparation  for  prac- 
tical experience  in  the  field. 

It  is  not  necessary  for  one  who  goes  out  for  a 


EDUCATIONAL  MISSIONS 


ISO 

three  years’  term  to  learn  the  vernacular  of  the  stu- 
dents. The  work  assigned  him  is  such  that  it  can  be 
carried  on  through  the  medium  of  the  English  lan- 
guage, with  the  occasional  help  of  an  interpreter. 
Nevertheless,  a large  number  of  these  tutors,  because 
of  their  interest  in  their  pupils  and  their  language, 
have  made  considerable  advance  in  the  study  of  the 
language  before  completing  their  three  years’  term. 
This  has  been  especially  true  of  those  who,  during 
their  short  term  of  service,  have  definitely  made  up 
their  minds  that  they  desire  to  enter  upon  this  work 
as  a life  work,  and  so  have  begun  their  preparation 
for  it  by  getting  a fair  start  in  the  language. 

A word  should  be  said  with  reference  to  the  char- 
acter of  those  who  go  out  for  short  term  service.  It 
is  essential  that,  so  far  as  missionary  spirit  is  con- 
cerned, the  desire  to  reach  the  students  with  the  best 
and  most  direct  Christian  influence  should  be  just  as 
prominent  and  should  constitute  as  deep  a motive  for 
service  as  in  the  case  of  the  missionary  who  enters  the 
work  for  life.  Although  the  tutor  may  be  on  the 
ground  for  only  three  years,  nevertheless,  in  the  eyes 
of  the  students,  as  well  as  of  his  associates  on  the 
faculty,  and  all  whom  he  meets,  he  is  to  all  intents 
and  purposes  a missionary.  He  should  represent  the 
best  product  of  Christianity.  That  being  the  case, 
some  of  the  missionary  societies  ’that  employ  short 
term  service  men  and  women  make  as  careful  investi- 
gations about  them  in  these  respects  as  in  the  case  of 
the  permanent  appointee. 

8.  A practical  question  in  some  countries  of  the 
East  is  the  extent  to  which  non-Christian  native  in- 
structors should  be  employed  in  mission  schools  and 
colleges.  This  is  a problem  that  is  as  old  as  missions 
and  is  yet  without  adequate  solution.  The  question  is 
more  acute  in  India  than  in  any  other  country,  where, 


New  College  Hall,  American  College,  Madura,  India 


SOME  PRESENT  PROBLEMS  151 

even  to  the  present  time,  it  has  been  impossible  to 
secure  an  adequate  number  of  properly  educated 
Christians  to  equip  all  the  mission  colleges  and  schools. 
Probably  all  missionaries  will  agree  that  the  ideal 
method  is  to  have  Christian  teachers  in  all  depart- 
ments of  the  school,  and  it  is  toward  this  ideal  that 
they  are  working.  It  is  especially  important  that  the 
teachers  in  primary  and  intermediate  schools  shall  be 
Christian  and  capable  of  exerting  a positive  Christian 
influence  over  their  pupils. 

9.  Yet  another  problem  is  the  extent  to  which 
financial  assistance  should  be  given  to  students  in 
mission  institutions.  Missionaries  have  probably 
erred  on  the  side  of  over-aiding  students  rather  than 
the  reverse.  The  Chinese  have  complained  that  the 
missionaries  in  some  mission  schools  have  aided  stu- 
dents to  such  an  extent  that  they  have  lost  their  per- 
sonal independence  and  have  developed  a spirit  of 
mendicancy.  The  schools  that  have  put  a price  upon 
the  education  that  they  give,  and  have  insisted  that 
those  who  are  to  secure  the  education  must  pay  the 
price,  have  in  most  mission  countries  succeeded  in 
securing  a better  class  of  students  and  in  giving  them 
a better  general  training,  than  is  the  case  in  schools 
that  give  large  subsidies,  thus  making  their  education 
practically  free.  It  is  a question  how  far  to  aid  and 
how  far  to  insist  that  bills  shall  be  paid  by  the  stu- 
dents themselves.  It  is  poor  policy  to  allow  a bright 
and  promising  student  to  fail  of  an  education  for  the 
want  of  a little  aid,  while  it  is  short-sighted  practice 
so  to  pauperize  him  that  he  is  worth  little  as  a leader 
when  he  has  completed  his  studies.  Industrial  self- 
help  is  of  great  value  in  solving  this  problem. 

10.  One  other  problem  should  be  mentioned,  al- 
though already  some  missions  are  working  it  out  suc- 
cessfully. How  long  is  it  necessary  for  the  missionary 


152 


EDUCATIONAL  MISSIONS 


to  hold  the  control  and  continue  the  support  of  schools 
of  a primary  and  intermediate  character  in  mission 
fields  where  the  Christian  community  has  become  well 
established  ? There  is  no  question  that  the  educational 
work  in  its  initial  influence  is  more  strongly  effective 
in  lower  grades  than  in  those  higher  up.  The  direct 
Christian  influence  is  stronger  here,  and  it  is  through 
these  lower  schools  that  the  Christian  teacher  reaches 
the  parents  and  puts  the  impress  of  Christianity  upon 
the  entire  community.  At  the  same  time  it  is  a legiti- 
mate question  to  raise  as  to  how  long  the  missionary 
himself  should  continue  to  dominate  the  primary  and 
intermediate  schools. 

Some  of  the  mission  boards  are  passing  over  the 
direction  and  control  of  these  schools,  as  well  as  their 
support,  to  the  developed  Christian  community.  If 
this  can  be  done  successfully,  under  proper  native 
leadership,  with  proper  native  support,  the  school 
loses  none  of  its  significance  as  a Christian  force  in 
the  community.  The  only  question  is  as  to  the  time 
when  it  is  safe  to  entrust  these  evangelizing  and  en- 
lightening agencies  to  native  management. 

Probably  all  would  agree  that  at  the  present  time  it 
is  better  to  have  as  large  a degree  of  efficient  native 
control  and  responsibility  as  it  is  possible  to  secure. 
When  that  degree  is  adequate  to  meet  all  the  require- 
ments of  the  schools,  then  the  missionary  can  with- 
draw, except  as  a general  supervisor.  But,  until  that 
time  arrives,  it  seems  essential  that  these  schools 
should  have  the  benefit  of  the  general  supervision  of 
the  missionary,  who  will,  of  course,  maintain  a vital 
contact  with  the  teachers,  in  order  that  religious  zeal 
may  not  flag  or  the  intellectual  standards  of  the  school 
be  fatally  lowered,  and  in  order  that  the  school  may 
be  made  to  exercise  its  widest  legitimate  influence  as 
a Christian  institution  in  the  community. 


SOME  PRESENT  PROBLEMS 


153 

In  places  where  the  plan  has  been  tried  it  is  found 
that  the  Christian  community  itself  gains  strength 
and  influence  by  having  responsibility  for  the  conduct 
of  its  local  primary  and  intermediate  educational  work. 
In  that  way  educational  leaders  are  raised  up  even 
from  among  the  laymen,  and  the  community  itself, 
rather  than  the  missionary  who  assumed  the  respon- 
sibility at  the  beginning,  becomes  recognized  as  stand- 
ing for  the  education  of  the  child.  Just  so  far,  there- 
fore, as  the  lower  grades  in  the  educational  work 
can  be  passed  over  to  the  native  community  with 
safety  and  without  sacrificing  their  influence  and 
power,  it  is  wise  so  to  do. 

Following  the  same  principle  a little  further,  most 
missionaries  agree  that  it  is  wise  in  high  schools  and 
even  in  schools  of  higher  grade  to  have  natives  upon 
the  boards  of  control  or  management,  all  looking  to 
the  time  when  even  those  institutions  shall  not  be 
under  the  missionary’s  control,  but  shall  find  ample 
direction  and  ample  support  in  the  developed  native 
community. 

11.  Greater  than  all  the  problems  that  have  been 
mentioned  is  the  comparative  indifference  of  the  Chris- 
tian Church  to  the  amazing  opportunities  of  the  hour 
in  the  work  of  education  on  the  mission  field.  An 
aroused  Christian  sentiment  on  the  question  would  not 
only  release  new  administrative  genius  to  grapple  with 
the  various  perplexing  problems  named  above,  but 
it  would  provide  the  financial  support  needed  for  bet- 
ter equipment  and  for  a large  expansion  of  the  work 
and  would  thrust  forth  into  all  the  mission  fields  a 
host  of  workers  eager  and  equipped  to  enter  all  sorts 
and  grades  of  educational  service.* 

* For  extent  and  need  of  Christian  education  in  Latin  America,  see 
Report  of  Conference  on  Missions  in  Latin  America,  held  in  New 
York,  March,  1913,  pp.  15,  16,  120,  and  150-151. 


CHAPTER  VII 


ACHIEVEMENTS  THROUGH  EDUCATION 

In  this  chapter  some  of  the  achievements  that  have 
been  wrought  through  education  in  the  mission  fields 
will  be  considered.  It  is  not  forgotten  that  there  are 
many  defects  in  mission  schools  and  that  the  successes 
of  this  side  of  missionary  work  should  be  much  greater 
than  they  are.  But  as  an  answer  to  the  criticisms  of 
educational  missions,  as  an  indication  of  the  vast  op- 
portunities for  profitable  service  that  are  open  to  the 
missionary  educator  and  as  a challenge  to  college  men 
and  women  of  the  highest  gifts  and  training  and  the 
deepest  devotion  to  carry  forward  the  advantages  that 
have  been  gained  and  to  overcome  the  acknowledged 
deficiencies  and  improve  on  present  methods  of  educa- 
tion, it  is  fitting  that  there  be  given  here  a summary 
of  the  achievements  of  education  on  the  mission  field. 

There  is  no  single  standard  by  which  the  results 
of  missionary  education  can  be  measured.  There  is 
no  method  of  investigation  by  which  these  facts  can 
be  discovered.  We  can  hope  in  this  chapter  to  accom- 
plish but  little  in  the  way  of  making  known  the  tre- 
mendous power  and  volume  of  the  educational  work 
that  has  been  carried  on  during  the  last  century  and 
more  in  mission  fields.  If  we  can  show  by  these 
investigations  that  opposition  has  practically  ceased, 
and  that  to-day  the  beneficent  and  constructive  char- 
acter of  Christian  education  has  become  widely  ap- 

154 


ACHIEVEMENTS  THROUGH  EDUCATION  155 


parent,  we  shall  have  accomplished  our  purpose.*  We 
can  examine  but  a few  of  the  manifest  results,  leaving 
the  great  mass  of  the  indirect  influence  and  inspira- 
tional value  of  educational  missions  to  be  searched  out 
and  reported  by  others. f 

We  shall  take  up,  therefore,  in  order,  some  of  the 
great  fields,  giving  under  each  a few  of  the  outstanding 
facts. 

India. 

Let  us  begin  with  India,  the  first  country  abroad  to 
attract  the  attention  of  American  foreign  missions, 
and  the  one,  in  some  respects,  to  record  the  most 
sweeping  changes  in  its  customs,  its  thinking  and  its 
beliefs,  largely  through  the  introduction  of  modern 
Christian  education. 

We  are  wont  to  think  of  India  as  a large  and  united 
country,  somewhat  like  Japan,  and  fail  to  realize  that 
the  population  is  divided  and  subdivided  into  tribes 
and  races,  each  speaking  a different  language,  and 
that  the  greater  part  of  it  is  broken  into  castes  accord- 
ing to  ancient  customs  and  traditions.  The  caste  sys- 
tem presents  the  greatest  obstacle  to  Christian  advance, 
creating  divisions  and  barriers  which  cannot  be  leaped 
over  but  which  must  be  conquered.  These  conditions 
necessarily  affect  the  educational  system  of  India  and 
have  prevented  its  most  rapid  expansion.  While  the 
country  at  present  is  as  a whole  under  British  rule — 
and  this  includes  Burma  and  Ceylon — there  are  many 
important  Native  States  which  command  a large  de- 


* For  results  of  missionary  education,  see  Barton’s  “Human  Prog- 
ress Through  Missions,”  Chapter  IV. 

t See,  e.  g.,  Dennis’  “Christian  Missions  and  Social  Progress,”  Vol. 
II.  PP-  33-35- 

For  reference  to  the  work  and  influence  of  several  Mission  Col- 
leges, see  Taylor’s  “Social  Work  of  Christian  Missions,”  pp.  147-150. 


EDUCATIONAL  MISSIONS 


iS6 

gree  of  independence,  each  having  control  of  its  own 
educational  system. 

As  has  been  stated  elsewhere,  the  modern  educa- 
tional system  in  India  was  introduced  by  the  mission- 
aries, Alexander  Duff  being  the  recognized  leader  in 
his  championship  of  a modern  Western  education  of 
high  grade  through  the  medium  of  the  English  lan- 
guage. Dr.  Duff  himself  was  in  favor  of  the  lower 
and  primary  schools  being  conducted  in  the  vernacu- 
lar. Under  this  principle  a fairly  complete  system  of 
education  has  grown  up,  culminating  in  five  Universi- 
ties, with  government,  missionary  and  private  affiliated 
colleges  of  large  proportions,  and  a network  of  pri- 
mary and  secondary  schools  extending  not  only 
through  the  British  territory  but  into  Native  States 
as  well.*  In  every  province  there  is  an  educational 
department  under  a director  of  public  instruction. 

The  report  of  the  Secretary  of  State  for  India,  as 
laid  before  both  Houses  of  Parliament  in  1912,  states 
that  the  total  number  of  scholars  in  public  and  private 
institutions  in  British  India  in  1910-11  was  6,358,665, 
an  increase  of  40%  during  the  previous  decade.  These 
figures  show  that  only  4.4%  of  the  total  male  and 
less  than  1%  of  the  total  female  population  of  India 
are  in  school.  About  the  same  relative  proportion 
obtains  with  reference  to  the  population  of  school- 
going age.  Counting  15%  of  the  total  population  as 
of  school-going  age,  only  28%  of  the  males  attend 
school,  and  only  4%  of  the  females.  The  statistics 
show  that,  during  the  decade  here  reported,  the  num- 
ber of  female  pupils  in  school  has  actually  increased 
over  the  pervious  decade  by  94%,  while  the  increase  in 
the  number  of  male  pupils  in  the  same  period  is  only 
34%.  Among  Christians  and  Parsees  the  ratio  of  girls 
to  boys  under  instruction  is  about  one  to  two ; among 

* See  Thoburn’s  “The  Christian  Conquest  of  India,”  pp.  173-178. 


ACHIEVEMENTS  THROUGH  EDUCATION  157 


Brahmans  one  to  six;  and  among  Mohammedans  one 
to  eight.* 

There  are  in  India  244  girl  students  in  the  Arts 
Colleges  and  229  girls  attending  the  medical  schools, 
the  majority  of  whom  are  Indian  Christians.  In  1911 
there  were  172,478  educational  institutions  of  all 
kinds  in  India,  91%  of  them  for  males  and  about 
9%  for  females.  These  schools  touch  directly  over 
6,000  villages  and  1,571  towns  with  a population  of 
over  5,000.  The  Indian  Government  makes  large  ap- 
propriations for  the  upkeep  and  support  of  schools  of 
all  grades,  but  especially  of  the  primary,  intermediate 
and  high  school  grades.  The  cost  of  education  in 
India  is  rapidly  increasing.  In  surveying  these 
achievements  it  is  interesting  to  recall  that  the  modern 
movement  in  education  was  introduced  into  India  by 
the  missionary. 

In  India,  Burma  and  Ceylon  there  are  fifty-three 
colleges  under  Christian  management  preparing  stu- 
dents for  the  degrees  conferred  by  the  Indian  Uni- 
versities. Fifty  of  these  colleges  are  in  British  terri- 
tory and  three  in  Native  States.  Of  these  colleges, 
sixteen  belong  to  the  Church  of  England,  thirteen  to 
North  American  Missions,  ten  to  English  Missionary 
Societies,  seven  to  the  Scottish  churches,  and  seven 
to  the  Roman  Catholic.  More  than  four  times  as 
many  of  the  Indian  Christian  young  men  receive  a 
college  education  as  the  Hindus,  and  twelve  times  as 
many  as  the  Mohammedans.  One-third  of  the  stu- 
dents in  India  who  go  as  far  as  the  Bachelor’s  degree 
receive  their  preparation  and  education  in  mission  in- 

* Dnyanodaya,  Bombay,  October  31,  1912. 

For  another  statement  upon  native  education,  see  Thoburn’s  “The 
Christian  Conquest  of  India,”  pp.  66-68. 

For  illiteracy  of  Indian  Christians,  see  The  East  and  the  West, 
April,  1913,  pp.  206,  207. 


153 


EDUCATIONAL  MISSIONS 


stitutions.  This  puts  a stamp  of  Christian  teaching 
upon  one-third  of  the  educated  classes  of  India. 

Missionary  work  in  India,  Burma  and  Ceylon  has 
been  severely  criticized  because  the  missionaries  were 
spending  the  most  of  their  time  upon  children  of  the 
low  castes  or  upon  outcastes.  It  has  been  repeatedly 
stated  that  no  impression  could  be  made  upon  India 
until  the  missionaries  directed  their  attention  to  the 
higher  classes,  to  the  Brahmans,  the  Parsees  and  the 
Mohammedans.  The  higher  castes  avoided  the  Chris- 
tian schools  when  possible,  seeking  their  education  in 
Hindu  or  Government  schools.  These,  after  gradua- 
tion, were  put  into  positions  under  the  Government, 
and  they  were  alert  to  see  that  no  low  caste  man, 
however  well  educated,  took  the  place  of  a Brahman 
in  any  office,  however  humble. 

The  situation  has  materially  changed  during  the  last 
decade.  Many  from  the  large  number  of  Brahmans 
who  have  been  educated  in  the  national  schools,  from 
which  religion  has  been  eliminated,  have  revealed  a 
hostility  to  law  and  order  that  has  alarmed  the  Gov- 
ernment. From  among  this  class  assassinations  and 
bomb-throwing  have  sprung,  and  open  opposition. 
The  contrast  between  these  and  the  students  and 
graduates  of  Christian  schools  has  been  so  marked 
that  Government  officials  have  been  led  to  inquire  why 
such  a large  proportion  of  the  students  of  irreligious 
national  schools  are  so  destructively  hostile  to  law 
and  order,  while  the  students  of  Christian  schools 
stand  as  a whole  for  constructive  reform. 

As  a result  of  these  inquiries  the  Government  is 
gradually  dismissing  Brahmans,  and  in  their  places 
is  appointing  graduates  of  Christian  schools,  or 
Christian  students  from  Government  schools,  the  most 
of  whom  are  from  the  lower  castes,  or  even  from  the 
outcastes.  This  is  but  another  illustration  of  the 


. ACHIEVEMENTS  THROUGH  EDUCATION  159 


inevitable  law  of  society  by  which  the  lower  social 
strata  of  the  last  generation  become  the  middle  class 
of  the  present,  and  the  dominating  force  of  the  gen- 
eration following.  The  Christian  educational  invest- 
ments among  the  outcastes  three-quarters  of  a cen- 
tury ago  are  now  producing  returns  in  native  Chris- 
tian magistrates,  advocates,  judges,  officers  of  all 
grades  and  ranks  to  which  natives  are  appointed,  as 
well  as  teachers  and  professors  in  schools  attended  by 
pupils  from  Brahman  households. 

Missionary  education  in  India  and  Ceylon  has  pro- 
duced a force  of  native  pastors,  teachers  and  Christian 
leaders  numbering  over  40,000,  of  whom  some  1,400 
are  ordained.*  This  takes  no  note  of  the  thousands 
of  Christian  native  officials  of  every  grade  and  class, 
nor  of  the  Christian  teachers  engaged  in  non-Christian 
schools.  In  the  mission  colleges  there  are  now  over 

5.000  students,  with  some  85,000  in  the  boarding  and 
high  schools.  The  industrial  schools  claim  some 

10.000  pupils,  with  over  1,000  in  the  kindergartens, 
and  nearly  500,000  more  in  the  elementary  and  village 
schools,  numbering  more  than  i2,ooo.f 

The  Levant. 

Under  this  title  we  include  the  entire  Turkish  em- 
pire, Persia,  Arabia  and  Egypt.  At  the  beginning  of 
the  last  century  this  entire  area  was  under  Moslem 
rule.  Not  only  so,  but  it  had  been  governed  by  a 
Mohammedan  government  for  centuries.  To  mention 
this  fact  is  to  give  an  idea  of  the  condition  of  the  in- 
tellectual and  educational  life  of  the  country. 

While  the  country  was  ruled  by  Mohammedans, 
there  were  large  Christian  populations  like  the  Ar- 

* For  results  of  educational  missionary  work  in  India,  see  Jones’ 
“India’s  Problem:  Krishna  or  Christ,”  pp.  353-359. 

t For  statistics  see  “The  World  Atlas  of  Christian  Missions.” 


160  EDUCATIONAL  MISSIONS 

menians  of  eastern  Turkey,  the  Syrians  of  Palestine, 
and  the  Greeks  of  western  Turkey,  who  had  their 
separate  national  existence  but  who  were  controlled 
by  the  Turkish  government.  All  of  these  communi- 
ties had  certain  kinds  of  schools,  but  not  one  was 
modern  or  advanced.  Mohammedanism  has  never 
favored  modern  learning,  or,  in  fact,  any  learning  that 
went  beyond  the  teaching  of  the  Koran  or  Moham- 
medan tradition. 

The  conditions  as  above  outlined  were  practically 
identical  throughout  Macedonia,  Thrace,  Bulgaria, 
Asia  Minor,  Armenia,  Kurdistan,  Persia,  Mesopo- 
tamia, Syria,  Arabia  and  Egypt,  when  missionary  edu- 
cational work  began  early  in  the  century.  Even  in 
Arabia  attempts  were  made  to  obtain  a foothold  for 
the  modern  teacher  and  the  Christian  school.  To 
report  the  vicissitudes  of  this  educational  work  in 
detail  would  require  more  than  a volume.  We  wish 
to  call  attention  only  to  what  has  been  accomplished 
during  less  than  a century  of  endeavor  in  the  way  of 
introducing  modern  education  into  the  countries 
named.* 

One  has  only  to  read  the  modern  story  of  the 
changes  that  have  swept  over  Persia,  Turkey  and 
Egypt  to  understand  something  of  the  effect  of  the 
introduction  of  modern  education.  Even  the  mere 
cataloguing  of  the  educational  institutions  of  higher 
learning  stretching  from  Bulgaria  and  Macedonia  east 
across  Persia,  and  southward,  each  one  surrounded  by 
hundreds  of  schools  of  lower  grade,  extending  into  the 
remote  mountain  villages  and  covering,  as  they  do, 
all  departments  of  modern  education,  from  the  theo- 
logical seminary  down  to  the  kindergarten  and  the 
industrial  school,  would  be  a striking  demonstration  of 

* For  the  intellectual  renaissance  in  Turkey,  see  Barton’s  “Day- 
break in  Turkey,”  Chapter  XVII. 


Assiux  College,  Assiut,  Eg\pt 
Main  College  Hall 
Dining  Hall 


ACHIEVEMENTS  THROUGH  EDUCATION  161 


the  enormous  extent  and  power  of  this  Christian  edu- 
cational crusade.* 

To-day  in  these  schools  and  those  affiliated  with 
them  as  preparatory  there  are  at  least  100,000  of  the 
brightest  boys  and  girls  of  these  countries  under 
Christian  instruction.  These  include  students  from 
every  leading  race  and  of  every  religion  of  the  whole 
area.  Not  only  has  prejudice  been  banished  in  a large 
degree,  but  the  people  themselves  are  furnishing  a large 
proportion  of  the  funds  necessary  for  the  support  of 
these  institutions,  nearly  all  of  the  village  primary  and 
intermediate  schools  receiving  practically  their  full 
support  from  the  people.  The  great  mass  of  teachers 
engaged  in  these  schools  received  in  them  their  early 
training,  many  of  them  having  taken  graduate  work 
abroad.  The  men  and  women  in  the  country  who  are 
doing  more  than  all  the  rest  to  elevate,  organize  and 
Christianize  society,  who  stand  for  moral  integrity  and 
justice,  and  who  are  able  by  their  superior  training 
to  hold  with  credit  places  of  influence  in  national 
affairs,  have  received  their  training  under  the  mod- 
ern system  of  education  introduced  by  the  mission- 
aries. 

A large  number  of  independent  schools  have  sprung 
up  through  the  impulse  given  by  the  mission  institu- 
tions, their  curricula  being  based  upon  those  of  the 
mission  schools.  These  also  are  exerting  a similar  in- 
fluence, although  perhaps  less  aggressively  Christian, 
and  are  a part  of  the  reorganizing  and  even  revolu- 
tionary forces  now  operating  throughout  that  country. 
Robert  College,  the  Constantinople  College  for  Girls, 
the  Syrian  Protestant  College  at  Beirut,  Assiut  College 
in  Egypt,  Urumia  College  in  Persia,  and  others  show 

* See  Beach’s  “Geography  and  Atlas  of  Protestant  Missions,”  Vol.  I, 
p.  421. 


EDUCATIONAL  MISSIONS 


162 

what  this  modern  educational  force  is,  and  what  it 
means  for  the  future  of  these  countries.* 

Abdul  Hamid,  when  Sultan  of  Turkey,  kept  a diary, 
which  became  public  after  his  abdication.  His  aver- 
sion to  Christian  schools  in  particular,  and  to  modern 
education  in  general,  is  too  well  known  to  call  for 
further  reference  here.  In  this  diary,  in  speaking 
of  the  effect  of  what  he  calls  “private  schools”  upon 
the  condition  of  the  country  he  says : f 

Private  schools  constitute  a grave  danger  to  our  nation. 
With  unpardonable  carelessness  we  have  allowed  represen- 
tatives of  all  sorts  of  nationalities  to  build  schools  at  all 
times  and  places.  What  a peril  they  are  has  often  been 
shown. 

In  another  qutotation  from  the  same  diary,  in  refer- 
ring to  reforms,  he  says : 

So-called  reforms  are  for  us  certain  ruin.  Why  are  they 
forced  upon  us  by  the  Powers,  our  old  foes?  Because  they 
know  that  reforms  carry  with  them  germs  of  destruction 
which  will  cause  our  downfall. 

It  is  a well-known  fact  that  the  reforms  introduced 
into  Turkey  had  their  origin  in  the  ideas  taught  in 
the  foreign  schools,  the  first  and  foremost  of  which 
were  mission  institutions. 

China. 

The  Jesuit  fathers  in  the  sixteenth  century  intro- 
duced into  China  the  elements  of  Western  science. 
Morrison’s  first  work  was  the  production  of  a Chinese 
dictionary,  containing  a working  vocabulary  in  Chinese 
and  English.  This  was  of  equal  value  to  the  English 

* For  Christian  education  in  the  Levant,  see  Dennis’  “Christian 
Missions  and  Social  Progress,”  Vol.  Ill,  pp.  60-67. 

t From  the  diary  of  Abdul  Hamid  II,  ex-Sultan  of  Turkey,  quoted 
from  the  German  magazine  Nord  & Slid. 


Achievements  through  education  163 


foreigner  studying  the  Chinese  language  and  to  the 
Chinese  studying  the  English  language.  The  next  step 
was  the  founding  of  the  Morrison  Education  Society, 
with  a school  near  Canton,  and  the  issuing  of  text- 
books in  Chinese  and  English,  but  wholly  of  an  ele- 
mentary character.  From  this  beginning,  wherever 
the  missionaries  went  in  China,  day  and  boarding 
schools  sprang  up,  the  curriculum  being  largely  de- 
voted to  teaching  children  to  read,  and  having  the 
Bible  as  one  of  the  principal  text-books. 

In  1890,  growing  out  of  the  Shanghai  Missionary 
Conference,  the  Educational  Society  of  China  was 
created.  At  the  time  of  the  Centenary  Missionary 
Conference,  held  in  Shanghai  in  1907,  in  view  of  the 
fact  that  Christian  educational  work  had  greatly  in- 
creased in  the  years  immediately  preceding  that  con- 
ference, and  because  of  reforms  then  taking  place  in 
China,  there  was  formed  a General  Education  Com- 
mittee to  study  the  whole  field  of  education  in  China, 
and  to  survey  the  question  as  to  the  founding  of  a 
union  Christian  university  for  the  Empire.*  The  Ed- 
ucational Society  of  China  was  continued,  having  for 
its  object  the  promotion  of  educational  interests  in 
China  and  the  fraternal  cooperation  of  all  who  were 
engaged  in  teaching. 

The  modern  educational  system  in  China  was  inau- 
gurated in  1905,  immediately  after  the  abolition  of 
the  metropolitan  and  provincial  examinations  of  the 
“eight-legged”  essays.  At  that  time  the  examinations 
for  the  much  coveted  degree  were  put  upon  a modern 
basis,  and  immediately  schools  and  colleges  of  all 
descriptions  were  begun  throughout  the  country.  As 
might  be  expected  the  new  educational  system  was 
not  at  once  a success.  The  authorities,  even  in  edu- 
cational matters,  were,  for  the  most  part,  selected 

* See  Centenary  Missionary  Conference  Report,  p.  520. 


164 


EDUCATIONAL  MISSIONS 


perforce  from  among  scholars  of  the  old  school,  who 
were  ignorant  of  modern  science  and  of  foreign  lan- 
guages. The  available  teachers,  with  very  few  excep- 
tions, had  obtained  but  a smattering  of  modern  science 
and  languages.  It  was  no  wonder  that  a school  system 
springing  into  existence  under  those  conditions  should 
fail  to  meet  the  expectations  of  the  Chinese  people, 
and  that  in  a large  measure  it  would  prove  to  be  a 
failure. 

An  additional  reason  why  the  schools  were  not  more 
generally  successful  was  because  the  new  ideas  of 
liberty  found  congenial  adherents  among  the  student 
body.  This  included  the  demand  that  they  should  at- 
tend school  or  not  according  to  their  own  wishes.  If 
the  teacher  for  any  reason  was  not  satisfactory,  the 
students  asked  that  he  be  removed.  For  a time 
European  and  American  teachers,  because  of  their 
straightforward  method  of  maintaining  discipline, 
were  displaced,  at  the  demand  of  the  students,  by 
Japanese  teachers  who  were  more  submissive.  Mat- 
ters gradually  improved,  however,  in  administration 
and  discipline,  as  well  as  in  the  quality  of  the  instruc- 
tion. 

A careful  investigation  of  the  educational  work  in 
China  as  carried  on  by  the  missionaries  shows  that 
over  700  Western  men  and  women  (missionaries)  are 
giving  the  larger  part  of  their  time  to  teaching.  The 
instruction  given  in  schools  under  their  control  includes 
all  grades,  from  the  kindergarten  and  primary  school 
through  the  college  and  theological  school.  As  many 
as  twenty  institutions  are  reported  to  have  attained  the 
rank  of  college,  and  a few  of  these  have  assumed 
the  name  university* 

Some  of  these  colleges  have  theological  and  medical 

* See  the  “World  Atlas  of  Christian  Missions,” — educational  sta- 
tistics. 


ACHIEVEMENTS  THROUGH  EDUCATION  165 


departments  connected  with  them.  There  are  besides 
these,  however,  separate  theological  schools  and  union 
theological  and  medical  schools. 

Professor  Ernest  D.  Burton,  of  Chicago  University, 
who  made  a most  careful  investigation  of  the  educa- 
tional work  in  China  in  1910,  reports  as  follows: 

The  standard  of  the  work  in  many  of  the  institutions  is 
of  a high  order.  It  is  no  exaggeration  to  say  that  up  to  the 
present  time  the  best  educational  work  in  China  has  been 
done  by  the  missionaries.  This  is  evidenced  by  the  fact 
that  the  students  who  go  from  these  institutions  to  study 
abroad  are  better  prepared,  and  acquit  themselves  most  cred- 
itably in  England  and  America.  The  position  to  which  we 
have  attained  then  is  this : we  have  developed  all  grades 
of  educational  work  up  to  the  college,  giving  a sound  edu- 
cation in  arts  and  science,  theology  and  medicine,  and  we 
have  produced  a few  institutions  which  are  universities  in 
the  process  of  making.  The  graduates  are  loyal  and  patri- 
otic subjects  of  the  Empire,  with  moral  integrity  and  earnest- 
ness of  purpose.  They  are  not  found  in  the  ranks  of  the 
revolutionaries,  but  are  eager  to  help  in  the  reform  move- 
ment in  this  country  by  helping  in  the  spread  of  the  new 
ideas  and  of  higher  ideals  of  life.  They  have  already  done 
good  service  for  their  country  by  filling  posts  as  teachers  in 
the  new  government  schools  and  colleges.  They  form  one 
of  the  most  enlightened  elements  in  the  social  and  political 
life  of  the  Empire.* 

It  is  impossible  to  secure  all  of  the  data  bearing 
upon  the  part  which  mission  schools  have  had  in  turn- 
ing the  Chinese  from  the  old  method  of  education  to 
the  new,  in  opening  their  eyes  to  the  fact  that  China 
was  antiquated,  not  only  in  educational  matters,  but 
in  its  methods  of  government  administration,  and  in 
proving  that  radical  reforms  were  necessary  in  order 
to  secure  strength  and  permanence  to  the  Empire.  It 
is  readily  conceded  by  Chinese,  as  well  as  by  foreign- 
ers who  have  no  relation  to  the  missionary  enterprise, 

* Professor  Burton’s  “Report  on  Christian  Education  in  China.” 


1 66 


EDUCATIONAL  MISSIONS 


that  modern  education  was  directly  and  indirectly 
introduced  into  China  through  the  missionaries  and 
their  schools.*  In  1897  Dr.  Mott  wrote  as  follows : 

The  promotion  of  modern  learning  and  the  employment 
of  modern  educational  methods  are  almost  entirely  in  the 
hands  of  the  missionaries.  With  the  exception  of  about 
half  a dozen  government  institutions  all  the  real  institutions 
of  higher  learning  are  under  mission  control.  Missionaries, 
therefore,  are  literally  the  instructors  of  the  new  China,  f 

The  endeavor  thus  to  change  the  educational  system 
of  China  met  with  persistent  opposition  on  the  part  of 
the  Chinese,  and  seemed  to  outside  observers  to  make 
little  progress  up  to  the  time  of  the  Boxer  uprising, 
in  1900.  It  is  true  that  there  were  thousands  of 
pupils  in  attendance  upon  Christian  schools,  the  largest 
number  being  in  the  primary  and  intermediate  grades, 
and  the  institutions  that  had  grown  to  college  grade 
were  not  destitute  of  students — and  some  of  these 
were  among  the  brightest  that  China  could  afford. 
Nevertheless,  it  must  be  acknowledged  that  these 
schools  were  not  popular,  and  that  the  student  who 
persisted  in  going  to  a mission  college  and  putting 
himself  under  the  direction  of  an  institution  and  of 
teachers  who  taught  the  Western  learning  made  him- 
self ridiculous  and  cut  himself  off  from  hope  of  official 
position  in  the  Empire.  That  being  the  case,  it  would 
necessarily  follow  that  those  who  defied  official  ostra- 
cism, and,  in  the  face  of  open  opposition,  insisted  upon 
an  education  in  a foreign  college,  would  turn  out  to 
be  men  of  unusual  strength  of  character  and  of  an 
enduring  fiber.  As  a result  of  this  higher  education 
in  Christian  schools,  and  especially  in  colleges  under 
the  administration  of  men  from  America,  it  was  inevi- 

* For  the  new  learning  of  China,  see  Clark  University  Lectures, 
“China  and  the  Far  East,”  Chapter  XIII. 

t “Strategic  Points  in  the  World’s  Conquest,”  pp.  163,  164. 


ACHIEVEMENTS  THROUGH  EDUCATION  167 


table  that  many  Chinese  youths,  after  having  com- 
pleted their  education  in  the  mission  schools,  should 
turn  their  faces  to  the  West  for  further  study  in  the 
universities  of  America  and  Europe.* 

Carefully  collected  statistics  on  the  part  of  the 
Chinese  Student  Association  of  America  show  that 
80%  of  all  the  students  that  left  China  to  complete! 
their  studies  in  America,  up  to  1910,  came  from  I 
mission  schools.  At  the  close  of  1911  it  was  learned  { 
that  877  Chinese  students  were  studying  in  higher 
institutions  of  learning  in  North  America.  They  were 
to  be  found  in  all  of  the  well-known  colleges  and  uni- 
versities, where  for  the  most  part  their  standing  was 
high  and  their  record  among  the  best.  They  repre- 
sented practically  every  province  in  China.  It  is 
interesting  to  note  that  210  of  them  were  tak- 
ing courses  in  Arts  and  Sciences,  48  in  Civil  En- 
gineering; Mechanical  Engineering  claimed  32,  Elec- 
trical Engineering  27,  Mining  Engineering  25, 
Agricultural  Engineering  29,  Chemistry  15,  Agricul- 
ture 40,  Naval  Architecture  13,  Medicine  11,  Econom- 
ics 12,  Science  16,  Forestry  11,  Law  11,  Political 
Science  9,  Education  7,  Commerce  8,  Theology  4. 

The  influence  which  these  877  men  will  exert  in 
their  own  country  after  their  return  will  be  vast  in- 
deed. We  have  not  attempted  to  gather  statistics  as 
to  how  many  of  these  men  are  professing  Christians ; 
but  it  is  known  that  a large  proportion  of  them  are, 
and  that  many  have  taken  a public  stand  for  Chris- 
tianity since  coming  to  this  country. f 

At  the  time  of  the  overthrow  of  the  Manchu  Dy- 

* For  the  progress  of  religious  education  in  China,  see  Clark  Uni- 
versity Lectures,  “China  and  the  Far  East,”  Chapter  XV. 

For  the  new  education  in  China,  see  Pott’s  “The  Emergency  in 
China.”  Chapter  V. 

t For  Chinese  students  in  America,  see  “China  and  the  Far  East,” 
Chapter  XII. 


i68 


EDUCATIONAL  MISSIONS 


nasty  and  the  organization  of  the  government  upon  a 
republican  basis,  it  became  necessary  to  muster  in 
every  Chinese  with  modern  training  to  fill  the  offices 
under  the  new  administration.  Those  who  had  been 
educated  only  in  the  ancient  learning  of  China  would 
be  wholly  unable  to  grasp  the  meaning  of  a repub- 
lican form  of  government,  or  to  catch  in  any  ade- 
quate manner  the  spirit  of  the  new  order.  As  those 
who  had  received  modern  training  were,  in  large  part, 
the  product  of  mission  colleges,  it  was  but  natural 
that  throughout  the  Empire  a large  proportion  of  the 
new  officials  should  be  Christian  men  and  that  many 
others  should  be  in  sympathy  with  Christianity.  A 
recent  report  from  the  province  of  Kwangtung  states 
that  65%  of  the  officials  of  the  province  are  Christians. 
It  would  hardly  be  in  place  here  to  mention  names, 
but  beginning  in  the  National  Cabinet,  and  extending 
down  through  all  departments  of  National  and  Pro- 
vincial administration,  we  find  that  men  who  were  edu- 
cated in  Christian  schools,  most  of  them  professing 
Christians,  have  been  drafted  into  the  service.  Some 
of  these  withdrew  from  Christian  professional  work, 
and  took  up  government  service  until  others  could  be 
raised  up  to  take  their  places ; and,  when  these 
were  found,  they  resigned  their  official  positions 
and  returned  to  their  Christian  work.  Several  illus- 
trations of  this  might  be  given.  To-day  the  Chris- 
tian men  are  in  general  in  the  lead  in  the  develop- 
ment of  the  government  system  of  education,  in  the 
preparation  of  an  educational  literature,  as  well  as  in 
positions  of  civil  administration  in  the  provinces. 

One  who  looks  into  the  influence  of  missionaries 
and  mission  schools  upon  the  new  Republic  of  China 
is  forced  by  the  great  array  of  facts  that  present  them- 
selves to  the  conclusion  that  missionaries,  through 
their  various  institutions,  have  laid  the  foundation  for 


ACHIEVEMENTS  THROUGH  EDUCATION  169 


the  new  China,  and  have  made  it  possible  for  China  in 
becoming  a republic  to  establish  itself  upon  the  basis 
of  religious  liberty,  with  special  friendliness  and  favor 
toward  Christianity.  The  modern  college,  for  both 
men  and  women,  medical  schools  and  normal  schools 
for  both  sexes,  not  to  mention  kindergartens,  primary, 
intermediate,  and  high  and  boarding  schools,  all  upon 
a modern  basis,  have  been  firmly  established,  in  some 
form,  in  every  province  of  China,  and  are  being 
adopted  by  the  Chinese  as  models  for  the  development 
of  their  own  educational  system.*  It  may  be  added 
that  in  educational  matters  in  China  the  prestige  and 
influence  of  American  institutions  are  far  in  advance 
of  those  of  any  other  nation.  This  is  a gratifying 
fact  but  it  carries  with  it  a deep  sense  of  obli- 
gation. 

You  may  notice  that  nine-tenths  of  the  men  who  are  lead- 
ing this  revolution  have  had  their  inspiration  from  Amer- 
ican Mission  Schools,  with  the  result  that  America  has  a 
great  moral  position  in  China.  Now  the  English  have  al- 
ways had  bigger  interests  in  China,  and  their  missionaries 
were  there  long  before  the  Americans,  their  flag  is  much 
better  known,  but  they  did  not  believe  in  educating  the 
young  Chinaman,  with  the  result  that  all  the  leading  young 
men  went  to  the  American  Missions  and  not  to  the  English. 
Now  we  are  doing  a little,  but  still  we  are  far  behind 
America,  and  the  real  future  of  China  depends  on  the 
American-trained  Chinese.! 

Africa. 

Christian  education  has  practically  brought  Africa 
from  its  seclusion  and  paganism  out  into  the  light. 
Whatever  of  education  exists  to-day  in  Africa,  with 
very  limited  exceptions,  owes  its  existence  to  the 

* See  Lewis’  “The  Educational  Conquest  of  the  Far  East,”  Chapter 
XIX. 

t From  address  on  “The  Opportunity  in  China,”  by  Rev.  Lord  Wil- 
liam Gascoyne-Cecil,  author  of  “Changing  China,”  printed  in  the  Lon- 
don Daily  Mail,  May  5,  1913. 


170 


EDUCATIONAL  MISSIONS 


Christian  missionaries,  who  entered  that  continent 
from  the  North,  South,  East  and  West,  and  who  have 
now  penetrated  to  its  utmost  depths  and  established 
their  missions  stations,  with  their  little  schools,  among 
the  great  majority  of  its  races.  Wherever  the  mis- 
sionary has  gone,  he  has  planted  the  school.  Abso- 
lutely primitive  at  the  beginning,  constituting  perhaps 
only  a group  of  naked  children  gathered  under  the 
shade  of  a tree,  using  figures  in  the  sand  for  a text- 
book— however  crude  and  rude  this  beginning  was,  it 
was  the  commencement  of  the  intellectual  life  of  the 
African,  the  beginning  of  a glimpse  of  the  larger 
world,  the  imparting  of  vision  and  the  bringing  in  of 
a new  civilization.* 

The  African  schools,  more  than  those  of  any  other 
country,  have  been  primarily  industrial.  The  first 
need  of  the  Christian  African  was  for  a civilized  home, 
for  effective  tools  for  the  tilling  of  the  soil,  and  he 
was  taught  to  build  the  house,  make  his  own  furniture, 
and  manufacture  the  tools  with  which,  under  mission- 
ary instruction,  he  learned  a new  style  of  agriculture. 
Thus  the  little  kraal  school  found  its  way  into  the  heart 
of  the  continent.  Gradually  schools  of  a higher  char- 
acter, with  a more  rounded-out  curriculum,  came 
into  being  at  the  more  populous  mission  centers,  al- 
though as  yet  little  has  been  done  in  Africa  by  way  of 
collegiate  training,  as  we  use  the  term  “collegiate” 
in  the  West. 

In  a discussion  of  Africa  we  must  make  an  excep- 
tion of  Egypt,  which  stands  almost  by  itself  and  which 
has  its  full  representation  in  Assiut  College,  referred 
to  in  Appendix  C. 


* For  a list  of  colleges,  universities,  theological  seminaries,  boarding 
and  high  schools,  industrial  schools,  medical  schools,  and  kindergar- 
tens in  Africa,  see  Noble's  “The  Redemption  of  Africa,”  Vol.  II, 
PP.  769-777. 


ACHIEVEMENTS  THROUGH  EDUCATION  171 


The  mission  school  has  developed  into  the  training 
school  for  African  workers,  hundreds  and  thousands 
of  whom  are  now  engaged  in  propagating  the  simple 
truths  of  Christianity  among  rude  peoples,  carrying 
with  them  new  industries,  and  teaching  those  peoples 
how  to  build  more  sanitary  and  comfortable  homes, 
and  how  to  make  their  exhausted  soil  produce  more 
abundantly  in  response  to  better  tilling.  Experience 
has  shown  that  the  preacher  of  the  Gospel  who  is 
able  at  the  same  time  to  instruct  the  people  along 
industrial  lines  has  a much  wider  and  more  permanent 
influence  than  the  one  who  knows  simply  how  to 
preach  and  teach.  One  would  search  far  and  wide 
in  Africa  to  find  a missionary  to-day  who  is  not  an 
educational  missionary,  himself  a teacher  and  a 
preacher  who  is  training  teachers  and  preachers  for 
the  districts  which  he  cannot  personally  reach.* 

There  is  no  other  country  of  the  size  of  Africa 
which  is  so  poorly  supplied  with  institutions  of  higher 
learning.  We  shall  expect  to  see  in  the  near  future 
many  of  the  present  schools,  established  in  different 
parts  of  the  continent,  pass  through  periods  of  rapid 
development,  turning  out  men  and  women  of  recog- 
nized ability,  able  to  take  the  place  of  the  missionary 
himself,  and  so  facilitating  the  progress  of  Christian 
and  educational  work  throughout  the  country. 

Latin  America. 

The  wisdom  and  necessity  of  beginning  and  carry- 
ing on  educational  work  in  Latin  America  has  been 
questioned  among  missionary  societies,  but  not  by 
those  who  are  most  familiar  with  the  conditions.  The 

* For  Christian  education  in  South  Africa,  see  Wells’  “Stewart  of 
Lovedale,”  pp.  187-205. 

For  missions  and  education  in  South  Africa,  see  Evans’  “Black  and 
White  in  South  East  Africa,”  Chapter  IV. 


172 


EDUCATIONAL  MISSIONS 


criticisms  are  based  upon  a misconception  of  the  need 
and  also  of  the  work  carried  on. 

It  is  well  known  that  the  Roman  Church  has  never 
been  in  favor  of  general  education  for  the  masses.  It 
has  fostered  great  educational  institutions  that  have 
commanded  the  admiration  of  the  world,  yet  it  must 
be  acknowledged  that  some  phases  of  this  education 
have  been  so  prejudiced  by  the  particular  tenets  of 
the  Roman  Catholic  Church  that  general  educators 
have  viewed  many  departments  with  suspicion.  An- 
other defect,  glaringly  apparent  in  some  of  the  higher 
institutions  of  learning  in  South  America,  is  a lack  of 
moral  restraint  over  the  pupils  and  over  the  general 
character  of  the  school. 

These  conditions  have  called  for  the  opening  of 
schools  of  lower  grade  as  well  as  institutions  of  the 
very  highest  grade,  the  first  in  order  to  reach  the 
masses,  where  illiteracy  was  astoundingly  prevalent, 
with  Christian  literature  and  especially  with  the  Bible 
in  their  own  tongue ; and  the  other  in  order  to  raise 
up  preachers  of  right  living,  and  also  teachers  who 
should  carry  with  them,  wherever  they  exercise  their 
profession,  a wholesome  moral  atmosphere. 

Missions  in  Latin  America  have  not  attempted  to 
overthrow  the  Roman  Catholic  Church,  or  to  institute 
a propaganda  hostile  to  the  Church  as  a religious  insti- 
tution ; but  one  fundamental  purpose  has  dominated 
both  the  evangelistic  and  the  educational  work  of  the 
Protestant  missions.  That  purpose  was  to  turn  the 
thoughts  and  attention  of  the  people  to  the  simple 
Gospel  of  Christ  and  to  preach  the  necessity  of  right 
conduct.*  A propaganda  of  proselytism  has  never 
been  carried  on,  and  was  not  contemplated  from  the 

* For  need  and  results  of  Christian  education  in  Latin  America,  see 
Report  of  New  York  Conference  on  Missions  in  Latin  America  held 
March  12,  13,  1913,  pp.  15,  16,  65,  120,  and  150-153. 


Mackenzie  College,  Sao  Paulo,  Brazil 


ACHIEVEMENTS  THROUGH  EDUCATION  173 

beginning1.  Statistics  show  that  there  has  been  a com- 
paratively small  number  of  Roman  Catholics  who 
have  become  Protestants;  but  even  a slight  investiga- 
tion shows  the  marvelous  results  produced  in  those 
countries  through  the  introduction  of  schools  among 
the  masses  and  the  production  of  a large  number  of 
trained,  devout  leaders  among  the  people,  who  stand 
for  intelligent  faith  and  for  right  living. 

Under  the  guidance  of  these  principles  the  mission- 
aries have  entered  Mexico,  Central  and  South  Amer- 
ica, Cuba,  Porto  Rico  and  the  Philippines  with  their 
primary,  intermediate  and  high  schools,  and  through 
these  they  have  been  planting  the  seeds  of  sound  learn- 
ing. Out  of  such  small  beginnings  have  come  colleges 
like  Silliman  Institute  in  the  Philippines  and  Mac- 
kenzie College  in  Brazil.  One  should  bear  in  mind  in 
considering  modern  mission  work  in  these  countries 
that  there  are  also  large  numbers  who  are  not  Roman 
Catholics  and  have  no  relation  to  the  Roman  Catholic 
Church.  The  great  mass  of  the  people  of  South 
America  have  little  more  knowledge  of  what  Christ 
taught  than  the  most  veritable  pagans. 

The  whole  of  Latin  America  has  been  permeated  by 
the  revolutionizing  influence  of  modern  education, 
which  is  making  itself  felt  upon  the  entire  school  sys- 
tem of  those  countries,  and  is  opening  the  eyes  of  the 
people  to  the  necessity  of  reform  with  reference  to 
many  of  the  immoral  and  un-Catholic  customs  which 
have  grown  up  under  the  protection  of  the  dominant 
Church. 

Japan. 

The  father  of  modern  scientific  education  in  Japan 
was  a missionary.  Dr.  Guido  F.  Verbeck,  who  was  a 
Hollander  by  birth  but  whose  principal  education  was 
obtained  in  America,  reached  Japan  in  1859,  nearly 


174 


EDUCATIONAL  MISSIONS 


a decade  before  the  restoration.  He  was  one  of  the 
first  American  missionaries  to  that  country.  He  began 
educational  work  in  the  city  of  Nagasaki,  then  an 
open  port,  and  very  quickly  gained  a wide  reputation 
as  a teacher,  and  it  was  through  his  cooperation  in 
1866  that  the  first  Japanese  youth  was  sent  to  America 
for  study  and  observation.  He  proposed  the  Japanese 
World’s  Commission  in  1872,  and  when  that  Com- 
mission was  made  up  it  was  discovered  that  fully  one- 
half  of  its  members  were  former  pupils  of  Dr.  Ver- 
beck,  from  whom  they  had  received  their  first  ambi- 
tion for  foreign  travel  and  their  first  glimpse  of  a 
great  outside  world.  He  was  called  to  Tokyo  and  was 
a leader  in  the  foundation  of  the  national  educational 
system  and  the  first  president  of  the  Imperial  Uni- 
versity, organized  in  that  capital  city.  He  became  a 
confidential  adviser  of  Japanese  officials,  translating 
many  important  documents  into  Japanese  for  their 
use.* 

With  the  name  of  Verbeck,  in  the  educational  his- 
tory of  Japan,  must  be  associated  that  of  Joseph 
Hardy  Neesima.f  Neesima  ran  away  from  Japan  at 
a time  when  to  leave  the  country  was  almost  a 
criminal  act.  Coming  to  America,  he  was  educated  in 
Amherst  College  and  Andover  Theological  Seminary. 
After  an  eventful  career  covering  his  education  and 
diplomatic  services  rendered  the  Japanese  Govern- 
ment, he  returned  to  Japan.  From  1874  until  his 
death  in  1900,  he  laid  the  foundations  and  built 
thereon  at  Kyoto  the  Doshisha,  which  has  become  one 
of  the  best  known  educational  institutions  in  Japan, 
and  which  to-day  stands  as  a University  recognized  by 
the  Government,  with  over  one  thousand  students  on 
its  list  and  its  influence  reaching  every  corner  of  the 

* See  Griffis’  “Verbeck  of  Japan.” 

t See  Hardy’s  “Life  and  Letters  of  Joseph  Hardy  Neesima.” 


ACHIEVEMENTS  THROUGH  EDUCATION  175 


empire.  These  and  many  other  men  and  women  con- 
nected with  educational  missions  have  been  in  the 
van  of  the  leadership  which  has  brought  modern 
Japanese  education  to  the  admiring  attention  of  the 
western  world. 

The  leaders  of  modern  Japan  have  been  fully  alive 
to  the  importance  for  national  progress  of  a thorough 
system  of  education.  Government  institutions,  pat- 
terned largely  after  those  under  missionary  auspices, 
have  become  both  numerous  and  strong.  The  main 
difference  has  been  in  the  matter  of  religious  instruc- 
tion and  religious  atmosphere.  This  difference  mani- 
fested itself  in  the  output  of  the  two  classes  of  insti- 
tutions and  last  year  a remarkable  conclusion  was 
reached  by  the  responsible  government  authorities. 
Japanese  officials  have  recently  become  alarmed  at 
the  irreligious  attitude  of  the  national  educational  sys- 
tem and  the  consequent  result  in  the  character  of  the 
students  graduated  from  the  national  schools.  The 
Imperial  Minister  of  Education  and  the  Vice-Minister 
of  Home  Affairs  came  to  the  conclusion  that  religion 
has  a direct  relation  to  the  moral  problem  of  the  people 
and  that  there  is  nothing  inherently  dangerous  in  rec- 
ognizing religion  as  a factor  in  education.  Under  the 
impulse  of  that  conclusion  a conference  of  represent- 
atives of  Shintoism,  Buddhism,  and  Christianity  was 
assembled,  at  the  invitation  of  these  members  of  the 
Imperial  Cabinet,  to  meet  in  Tokyo,  February  24,  1912. 
There  were  present  15  Shintoists,  50  Buddhists  and  7 
Christians,  besides  the  Vice-Minister  of  Home  Affairs 
and  the  Minister  of  Education.  The  Vice-Minister 
of  Home  Affairs  presided.  These  72  representatives 
unanimously  expressed  the  hope  that  the  government 
will  respect  religion,  will  promote  harmonious  rela- 
tions of  the  state  religions  and  education,  and  utilize 
them  for  the  development  of  the  nation.  Count  Inoaye 


176 


EDUCATIONAL  MISSIONS 


had  declared  publicly  that  the  morals  of  the  students 
in  government  colleges  were  inferior  to  those  of  stu- 
dents in  Christian  schools.  It  is  generally  understood 
in  Japan  that  this  conference  constitutes  a recognition 
on  the  part  of  the  Japanese  Government  that  religion 
should  have  a place  in  the  educational  system  of  the 
empire  in  order  to  promote  the  moral  development  of 
the  nation.*  The  significant  and  far-reaching  nature 
of  this  recognition  is  easy  to  comprehend  and  is  a 
most  gratifying  manifestation  of  the  influence  of  the 
spirit  and  method  of  missionary  educational  institu- 
tions. 

Students  who  have  gone  out  from  the  mission 
schools  have  exerted  an  influence  out  of  all  propor- 
tion to  their  numbers, f Dr.  Pieters  of  Steele  Col- 
lege, Nagasaki,  reports  that  no  less  than  20,000  young 
men  have  received  more  or  less  instruction  in  Chris- 
tian schools  of  Japan,  with  a possibility  that  this  num- 
ber may  reach  25,000.  Of  these,  3,000  are  gradu- 
ates either  of  middle  courses  or  of  higher  courses,  or 
both. 

The  percentage  of  graduates  of  these  Christian 
schools  in  the  various  callings  is  given  as  follows : In 
the  ministry  or  some  other  form  of  Christian  effort, 
3%  ; teaching,  12%  ; Japanese  officials,  5%  ; in  various 
forms  of  business,  28%  ; military  service,  1%  ; various 
other  callings,  2%;  35%  are  still  studying;  7%  have 
died,  and  of  the  remaining  7%  there  is  no  informa- 
tion.:]: 

While  the  number  of  graduates  sent  out  is  small 

* “The  Christian  Movement  in  Japan,  1910,”  pp.  159  if. 

t For  permanent  results  of  educational  work,  see  Pieters’  “Mission 
Problems  in  Japan,”  Chapter  VI;  also  “Christian  Movement  in  Japan, 
1910,”  p.  160. 

X For  influence  of  Christian  education  upon  Japanese,  see  address  of 
Professor  Clement,  Edinburgh  Missionary  Conference  Report,  Vol.  Ill, 
pp.  438-439. 


ACHIEVEMENTS  THROUGH  EDUCATION  177 


compared  with  the  whole  student  body  of  Japan,*  in 
order  to  measure  their  influence  we  must  take  note  of 
the  positions  which  they  hold  and  their  influence  in 
the  country.  It  is  an  interesting  fact  that  the  mili- 
tary, the  medical  and  the  legal  professions  have  been 
but  slightly  reenforced  from  these  Christian  schools. 
As  far  as  business  is  concerned,  they  are  more  inclined 
to  banking,  and  not  a few  are  managers  of  banks  and 
commercial  companies,  or  occupy  other  positions  of 
commercial  influence.  While  only  117  have  entered 
official  and  political  life,  a considerable  number  of 
these  have  risen  to  prominence.  They  hold  impor- 
tant positions  in  city  and  ken  offices,  in  postal  and 
customs  service ; they  are  found,  too,  among  the  mem- 
bers of  the  Upper  and  Lower  Houses  of  Parliament. 
They  have  also  held  positions  as  mayors,  governors  of 
states,  and  various  posts  in  diplomatic  service,  from 
Minister  downward. 

The  graduates  of  mission  schools,  however,  have 
more  especially  distinguished  themselves  in  those  call- 
ings in  which  ideas  rather  than  business  or  official  ac- 
tivities hold  prominent  place.  When  we  remember 
that  the  difference  between  Old  Japan  and  New  Japan 
is  one  of  ideas,  we  are  better  able  to  understand  the 
influence  of  these  leaders.  As  all  of  these  schools 
have  put  special  emphasis  upon  English,  the  ideas 
which  English  literature  conveys  have  taken  hold  of 
the  student  life.  There  is  hardly  a middle  school  in 
Japan  that  has  not  among  its  English  teachers  a 
graduate  or  graduates  of  a mission  school,  and  there 
is  not  a mission  school  that  has  not  sent  many  such 
men  into  the  teaching  profession.  Some  of  the  pro- 
fessors in  the  Imperial  University  received  their  earlier 
training  in  the  mission  schools. 

* For  a list  of  Christian  schools  in  Japan,  see  “The  Christian  Move- 
ment of  Japan,  1913,”  pp.  718-734. 


i;8 


EDUCATIONAL  MISSIONS 


Periodical  literature  has  afforded  a large  field  for 
the  graduates  of  mission  schools  to  extend  their  influ- 
ence in  the  realm  of  ideas.  Magazine  literature  in 
Japan  is  due  largely  to  the  graduates  of  these  schools. 
The  pioneers  in  this  line  were  Mr.  Tokutomi  Ichiro, 
with  his  “Kokumin  no  Tomo,”  Mr.  Uemura  Masa- 
hisa,  with  his  “Nihon  Hyoron,”  Messrs.  Shimasaki, 
Togawa  and  Plirata,  with  the  “Bungakkwai” — all  dis- 
tinguished examples.  A number  of  the  recent  grad- 
uates of  Christian  schools  have  also  gone  into  journal- 
ism. They  are  to  be  found  either  as  editors-in-chief 
or  as  members  of  the  staff  of  many  of  the  leading 
journals  of  the  Empire. 

A splendid  record  in  the  field  of  authorship  has 
been  made  by  these  and  other  graduates  of  Christian 
schools,  such  as  Mr.  Shimasaki  Toson,  the  poet,  Mr. 
Matsumura  Ivaiseki,  the  lecturer  and  historian,  the 
late  Dr.  Onishi  Iwao,  eminent  as  an  author  on  topics 
connected  with  education  and  psychology,  and  Mr. 
Tokutomi  Kenjiro,  the  novelist.  These  men,  with  oth- 
ers, have  led  the  way  in  creating  a new  literature  for 
Japan,  one  that  is  fast  familiarizing  the  whole  nation 
with  the  best  ideals  of  the  West,  and  whose  influence 
upon  national  thought  and  character  is  beyond  calcu- 
lation. 

Nearly  all  of  the  women  in  Japan  who  are  at 
all  prominent  in  Christian  work  have  been  educated 
in  mission  schools,  and  many  women,  who,  although 
not  professing  Christians,  are  recognized  leaders  in 
works  of  reform  and  benevolence,  such  as  the  Red 
Cross  Society,  the  Temperance  Movement,  etc.,  have 
received  their  education  at  the  hands  of  the  mis- 
sionaries. 

Mention  need  scarcely  be  made  of  the  tremendous 
and  direct  influence  of  mission  colleges  upon  the 
growth  of  the  Christian  Church  in  Japan,  in  common 


Buildings  of  Doshisha  University,  Kyoto,  Japan 


ACHIEVEMENTS  THROUGH  EDUCATION  179 

with  other  countries  of  the  Orient.  One  is  inclined 
to  be  disappointed  in  the  fewness  of  the  graduates 
who  have  entered  directly  the  so-called  Christian  pro- 
fessions. But  a glance  over  the  wide-reaching  influ- 
ence of  these  graduates  in  the  empire  is  reassuring 
in  the  extreme.  The  new  civilization  has  been  vital- 
ized with  spiritual  ideas  and  the  ideals  of  the  country 
have  been  exalted  to  such  a degree  that  the  new  em- 
peror has  adopted  “Righteousness”  as  the  watchword 
of  his  reign.  All  of  this  we  have  a right  to  claim 
had  its  birth  in  Christian  education. 

During  the  past  century  missionary  education  has 
been  begun  with  aggressive  force  in  Turkey,  Persia, 
Egypt,  India,  China,  Japan  and  Africa.*  In  the  mean- 
time there  have  come  to  each  one  of  these  countries 
sweeping  changes  affecting  almost  every  feature  of 
human  life.  Educational  systems  have  been  revo- 
lutionized and  put  in  large  part  upon  a modern 
basis ; the  printing  press  is  in  full  operation,  producing 
in  the  vernacular  a wide  range  of  permanent  and 
periodical  literature ; new  industries  have  sprung  up 
and  are  flourishing;  modern  medicine  has  been  ac- 
cepted and  is  rapidly  becoming  naturalized ; new 
treaty  relations  have  been  established  between  these 
nations  and  the  Christian  nations  of  America  and 
Europe,  and  new,  modern  methods  of  constitutional 
and  orderly  government  are  being  wrought  out,  or 
have  been  firmly  established. 

Upon  the  other  hand,  in  Afghanistan,  Tibet,  all 
north  Africa  west  of  Egypt,  Bokhara,  and  other  coun- 
tries that  might  be  named,  in  which  missions  have 
obtained  little  or  no  foothold,  and  where  modern  learn- 
ing is  practically  unknown,  we  find  almost  no  advance 

* For  missions  and  national  evolution,  see  Dennis’  “The  Modern 
Call  of  Missions,”  Chapter  III, 


i8o 


EDUCATIONAL  MISSIONS 


in  the  arts  of  modern  civilization,  no  free  printing 
presses  and  general  literature,  no  hospitals  for  the 
masses,  no  new  relations,  or  desire  for  them,  with 
Western  nations,  no  modern  methods  of  government 
nor  endeavor  for  reforms. 

No  one  would  claim  that  all  these  sweeping  and 
beneficent  changes  have  been  produced  by  missionary 
schools  alone.  We  are  well  aware  that  many  other 
agencies  have  been  at  work  arousing  the  intellects  and 
the  aspirations  of  these  peoples,  leading  them  to  adopt 
new  measures  of  advance  and  reform.  At  the  same 
time  we  are  face  to  face  with  the  fact  that,  in  each 
instance,  the  operation  of  these  other  forces  and 
agencies  was  not  manifest  until  after  the  entrance 
of  Christian  education,  while  many,  if  not  most, 
of  them  can  be  traced  directly  to  the  missionary 
school.  Out  of  this  line  of  missionary  endeavor  have 
come  mighty  and  fundamental  changes  that  are  re- 
shaping nations. 


CHAPTER  VIII 


OPPORTUNITIES  AND  QUALIFICATIONS  OF  THE 
EDUCATIONAL  MISSIONARY 

Before  closing  our  discussion  of  the  theme  of  this 
book,  it  is  fitting  that  we  glance  across  the  entire  field 
of  educational  missionary  work  in  the  effort  to  appre- 
ciate the  marvelous  opportunities  which  it  presents  in 
this  day.  We  shall  necessarily  cover  some  ground  that 
has  been  gone  over  already,  but  it  will  be  from  this 
distinct  viewpoint. 

First  of  all,  it  must  be  said,  the  Christian  educator 
shares  with  all  other  Christian  workers  who  are  sent 
abroad  in  the  great  opportunities  which  are  before  the 
Church  in  mission  lands.  In  considering  the  subject 
of  educational  missions,  we  must  constantly  remind 
ourselves  that  they  are  not  separate  from  the  other 
forms  and  departments  of  missionary  work.  We  must 
not  forget  that  purely  secular  education  as  such  has 
little  place  in  connection  with  the  work  of  any  of  the 
regular  missionary  societies.  Both  abroad  and  at  home 
the  educational  missionary  is  no  less  a missionary  in 
every  sense  of  the  word  than  is  the  one  who  gives 
himself  to  the  work  of  organizing  and  directing 
churches,  or  to  any  other  form  of  missionary  service. 
The  qualifications  required  for  the  educational  mis- 
sionary, so  far  as  religious  experience,  devotion  and 
zeal  are  concerned,  are  the  same  as  the  qualifications 
desired  in  missionaries  who  go  out  to  other  distinct 
departments  of  the  work. 

181 


182 


EDUCATIONAL  MISSIONS 


It  should  be  made  clear  that  one  can  hardly  expect, 
in  this  stage  of  missionary  development,  to  confine 
himself  to  one  department  of  work  exclusively  and 
say  that  he  is  sent  to  serve  simply  in  that  one  line. 
Emergencies  arise  in  every  mission  field  requiring  at 
times,  for  conserving  the  work,  the  transfer  of  mis- 
sionaries from  one  department  to  another.  Even  at 
the  present  time  a case  is  known  to  the  writer  in  which 
a medical  missionary  who  has  received  no  special, 
training  in  education  or  pedagogy  is  in  charge  of  a 
school,  having  the  whole  superintending  responsibility 
for  its  administration,  and  himself  giving  some  lessons. 
These  are  emergency  cases,  but  they  illustrate  the  fact 
that  every  missionary  in  the  held  should  regard  him- 
self as  a “minute-man”  or  woman,  ready  to  step  into 
the  breach  whenever  such  occurs,  in  order  to  save  the 
work  from  loss  or,  it  may  be,  to  save  an  institution 
from  dissolution.  The  educational  missionary  may 
be  called  upon  to  take  charge  of  evangelistic  work, 
or,  as  has  more  frequently  occurred  in  the  past,  the 
evangelistic  missionary  may  be  called  from  that  work 
to  take  charge  of  an  educational  institution  or  to  give 
himself  almost  exclusively  to  teaching. 

Mission  work  is,  however,  approaching  the  period 
when  it  will  admit  of  more  definite  specializing  than 
was  the  case  some  years  ago,  and  it  is  expected  that 
in  the  future  specialization  will  be  more  and  more 
emphasized.  In  the  earlier  days  the  ordained  mis- 
sionary did  much  medical  work,  unskilled  yet  exceed- 
ingly helpful  to  people  who  had  no  other  modern 
medical  facilities.  We  do  not  expect  this  in  these 
days,  except  possibly  in  the  case  of  pioneer  mission- 
aries who  are  separated  from  the  missionary  physi- 
cian ; neither  do  we  expect  that  the  medical  missionary 
will  be  drawn  aside  in  any  marked  degree  to  fill  va- 
cancies in  other  departments.  We  have  reason  also 


OPPORTUNITIES  AND  QUALIFICATIONS  183 


to  expect  that  in  the  future,  more  than  in  the  past, 
educational  missionaries  will  be  appointed  to  teaching 
positions  in  which  they  will  meet  with  few  interrup- 
tions by  being  called  aside  for  wholly  different  work 
for  any  protracted  period.  It  should  also  be  stated 
that  in  the  larger  and  better  organized  institutions 
there  is  a constant  endeavor  to  have  the  work  so  spe- 
cialized that  one  will  not  be  asked  to  take  responsi- 
bility for  a department  for  which  he  has  not  been 
especially  equipped. 

At  the  same  time  a candidate  for  educational  mis- 
sionary work  cannot  expect  to  know  definitely  and 
for  all  time  what  he  will  be  called  upon  to  teach.  He 
may  begin  his  work  in  one  department,  and  then  pass 
over  to  another,  possibly  to  meet  certain  exigencies 
that  may  arise ; or  it  may  be  that  the  work  which  he 
first  entered  upon  can  later  be  taken  by  a trained  native 
teacher;  or  for  other  reasons  he  may  assume  another 
line  of  instruction. 

The  fact  is,  the  educational  missionary  is  no  less  a 
missionary  because  he  is  an  educator.  He  cannot 
consider  his  work  as  done  when  the  school  with 
which  he  is  connected  closes  its  doors  for  the  day. 
Sometimes  the  secretary  of  a missionary  society  re- 
ceives applications  from  young  men  and  women  desir- 
ing to  take  up  educational  work  abroad,  who  ask 
questions  somewhat  as  follows : “How  long  are  the 
vacations  and  when  do  they  come?  Do  I have  Satur- 
days free?  What  are  the  hours  of  teaching  each  day? 
What  subjects  will  I be  expected  to  teach?  What 
is  the  salary?”  These  inquiries  give  the  impression 
that  the  applicant  thinks  of  himself  as  hiring  out, 
rather  than  entering  upon  missionary  service.  One 
cannot  get  away  from  the  thought  that  vacations,  days 
off  and  salary  take  a conspicuous  place  in  his  con- 
sideration of  the  call.  It  is  of  utmost  importance  that 


184 


EDUCATIONAL  MISSIONS 


the  truly  missionary  character  of  the  service  be  kept 
clearly  in  view. 

There  is  no  time  in  the  life  of  an  educational  mis- 
sionary while  in  the  field  when  it  can  be  said  he  is  no 
longer  bearing  responsibility.  Class-room  work  is 
only  one  of  the  phases  of  his  life  as  a missionary. 
He  cannot  escape  if  he  would — and  if  he  is  a true 
missionary  would  not  if  he  could — his  full  share  of 
responsibility  for  the  character  and  moral  training 
of  his  pupils  and  for  the  entire  work  of  the  mission. 
This  responsibility  runs  through  his  vacation  periods 
and  cannot  be  laid  aside.  He  is  to  be  every  inch  and 
every  moment  a missionary ; and  all  the  opportunities 
which  open  out  so  marvelously  to  the  missionary 
undertaking  to-day  are  his  opportunities. 

This  does  not  imply,  of  course,  that  special  quali- 
fications are  not  demanded  in  missionary  educators. 
The  quality  of  their  work  must  be  of  a high  order. 
The  instruction  they  give  must  be  exact,  thorough  and 
comprehensive.  The  writer  calls  to  mind  an  Ameri- 
can college  graduate  who  went  to  China  as  a pro- 
fessor of  mathematics  in  a government  school.  He 
soon  discovered  that  there  were  students  in  his  classes 
who  knew  more  mathematics  than  he  did,  and  he  was 
forced  to  resign.  So  far  as  the  writer  knows,  there 
are  no  easy  places  waiting  to  be  occupied  in  the  field 
of  educational  missions.  No  school  or  teacher  can 
afford  to  lower  the  grade  of  scholarship  in  order  to 
put  emphasis  upon  religious  teaching  any  more  than 
to  sacrifice  Christian  truth  in  the  interests  of  scholar- 
ship. 

The  unprecedented  intellectual  awakening  which  is 
taking  place  among  many  of  the  great  Asiatic  nations, 
and  in  Africa  as  well,  presents  an  opportunity  which 
could  not  have  been  foreseen  a half  century  ago.  This 


OPPORTUNITIES  AND  QUALIFICATIONS  185 

new  life  appears  in  a widely  extended  desire  for  a 
modern  education  upon  the  part  of  young  men  and 
women,  accompanied  by  a national  demand  for  men 
with  the  new  learning  for  positions  of  responsibility 
and  trust.  It  appears  in  far-reaching  changes  in  the 
customs,  laws  and  aspirations  of  the  people,  calling 
for  still  greater  changes  in  educational  facilities.  We 
are  not  asked  to  consider  whether  or  not  the  East 
shall  have  modern  schools ; in  fact  it  will  make  little 
difference  where  we  stand  upon  this  question.  The 
East  will  have  a modern  education  for  her  youth,  and 
the  only  question  for  us  to  consider  is  the  extent  to 
which  we  may  contribute  to  make  that  education 
Christian. 

A system  of  godless  education,  widely  extended 
throughout  the  non-Christian  world,  would  be  a men- 
ace to  America  and  Europe,  putting  in  jeopardy  our 
own  boasted  Christian  civilization.  Education,  with- 
out character,  would  be  a curse  to  any  nation,  and 
intellectual  strength  combined  with  depressed  morals 
could  lead  only  to  ruin.  The  chief  call,  therefore,  is 
no  longer  one  for  pioneer  educational  work,  but  for 
the  large  development  of  great  enterprises  already 
launched.  The  East  will  have  educated  leaders  and  to 
us  is  the  task  committed  of  seeing  that  those  leaders 
are  Christian. 

Turkey  to-day  is  passing  through  a revolutionary 
period  which  is  not  by  any  means  primarily  political. 
The  defeat  of  the  Turkish  forces  by  the  Balkan  Allies 
has  brought  consternation  not  only  to  the  Moham- 
medans in  Turkey  itself,  but  to  the  Mohammedans  of 
the  world.  Islam  has  dreamed  of  the  day  when  the 
Sultan  of  Turkey  would  sit  upon  the  throne  of  the 
nations  and  the  whole  world  would  be  under  a Mo- 
hammedan government.  That  dream  is  now  shat- 
tered by  the  defeat  of  the  great  Padisha  at  the  hands 


i86 


EDUCATIONAL  MISSIONS 


of  four  little  Allies.  Many  leading  Mohammedans 
are  attributing  that  defeat  to  the  fact  that  the  govern- 
ment of  Turkey  has  never  given  a welcome  to  mod- 
ern education,  and  that  consequently  they  have  re- 
mained backward  in  their  national  development.  Now 
that  the  Balkan  War  has  ceased  and  Turkey  is  able  to 
give  attention  to  her  internal  development,  we  can 
well  anticipate  that  she  will  at  once  begin  to  plan 
for  a modern  educational  system.  The  Moham- 
medans are  too  astute  not  to  see  that  one  of  the 
great  reasons  why  they  have  been  so  easily  defeated 
by  Bulgaria  is  that  Bulgaria,  a generation  ago,  estab- 
lished an  educational  system  that  is  widespread 
among  all  the  Bulgarians  within  the  country,  while 
Turkey  has  remained  unprogressive. 

Turkey  and  Macedonia,  with  their  25,000,000  peo- 
ple, will  call  immediately  for  a great  educational  ad- 
vance, offering  boundless  opportunities  to  the  insti- 
tutions already  established  and  calling  for  the  estab- 
lishment of  new  ones.  Albania  is  already  demanding 
that  a system  of  schools  on  a modern  basis  be  estab- 
lished by  the  missionaries,  Albanians  themselves  prom- 
ising to  render  every  assistance  in  their  power  in  the 
development  of  the  new  education. 

The  government  of  India  has  for  some  years  been 
turning  its  attention  to  the  educational  system  for  that 
great  country,  confident  that  the  old  system  needs 
revision.  Commissions  have  been  appointed  and  in- 
vestigations are  now  being  made  with  a view  to  dis- 
covering a method  of  education  that  can  be  applied 
directly  to  all  departments  of  life  and  to  all  classes, 
and  suited  to  train  the  pupils  for  effective  and  con- 
structive life  among  their  own  castes  and  in  the  com- 
munities to  which  they  belong,  as  well  as  for  official 
positions  under  the  government.  The  development  of 
this  system  calls  for  new  effort  on  the  part  of  the 


The  Canadian  Mission  College,  Indore,  India 


OPPORTUNITIES  AND  QUALIFICATIONS  187 


Christian  institutions  that  they  lag  not  behind.  It 
calls  for  more  educational  experts  in  every  mission- 
ary institution  of  higher  grade,  and  even  in  the  village 
and  intermediate  schools. 

The  recent  Continuation  Committee  Conference  in 
Calcutta  considered  the  subject  of  efficiency  in  the 
educational  work  and  recommended  that  thoroughly 
equipped  educationalists  should  be  assigned  to  that 
department  of  missions.  It  also  called  for  increasing 
the  number  of  teachers,  both  foreign  and  Indian,  so 
that  their  entire  time  need  not  be  absorbed  in  purely 
desk  work,  but  that  they  might  have  opportunity  to 
come  into  close  personal  contact  with  the  pupils  and 
thus  be  able  to  influence  them  more  fully  than  here- 
tofore.* 

Africa  has  never  had  native  educational  institu- 
tions of  high  grade.  Emphasis  has  been  placed  there 
upon  primary  and  intermediate  schools,  and,  unlike 
the  original  educational  system  of  India,  the  endeavor 
has  been  made  to  train  the  African  in  lines  of  industry 
which  would  fit  him  better  to  live  at  home.  In  some  of 
the  large  centers  higher  educational  institutions  have 
been  developed,  but  at  the  present  time  the  missionaries 
and  the  government  officials  are  recognizing  that  even 
there  an  over-stress  has  been  placed  upon  classical 
learning.  The  call  for  the  development  of  practical 
educational  work  throughout  the  African  continent  has, 
become  more  and  more  marked,  until  to-day  there  is 
an  inviting  opportunity  for  young  men  and  young 
women  of  ability  to  give  themselves  to  the  practical 
application  of  the  best  principles  of  modern  educa- 
tion to  the  coming  races  and  civilizations  of  the  Dark 
Continent. 

Ever  since  the  reestablishment  of  the  government 

* See  section  on  Christian  education  in  “Mission  Problems  and  Poli- 
cies in  Asia.” 


iSS 


EDUCATIONAL  MISSIONS 


of  China,  following  the  Boxer  uprising,  there  has  been 
a fixed  purpose  on  the  part  of  the  Chinese  leaders 
to  put  the  entire  educational  system  of  the  country 
upon  a modern  basis.  It  would  be  impossible  to 
imagine  China’s  turning  back  again  to  her  old  system, 
or  lack  of  system,  and  throwing  over  Western 
learning.  The  call  for  expert  educationalists  is  uni- 
versal and  incessant.  Chinese  officials  are  looking  to 
the  missionary  leaders  to  aid  them  by  furnishing 
models  upon  which  they  can  base  their  own  educa- 
tional system.  The  educational  expert  in  China  is  in 
constant  demand  for  consultation  with  those  who  are 
responsible  under  the  government  for  the  national  sys- 
tem. The  field  opening  in  China  alone  is  limitless. 

The  call  in  Japan  is  in  a measure  passing,  because 
of  the  large  number  of  trained  Japanese  leaders  who 
have  taken  and  are  now  taking  educational  courses  in 
the  West  and  are  thus  becoming  fitted  to  establish  and 
direct  their  own  school  system. 

As  one  looks  over  the  whole  East  to-day,  in  its 
rapid  development  and  advance,  it  is  impossible  to 
say  from  what  country  the  call  is  most  insistent  and 
where  it  will  most  rapidly  increase.  We  may  rest 
assured  that  for  the  next  generation  there  will  prob- 
ably not  be  responses  enough  from  the  Christian  West 
to  meet  the  demands  of  the  developing  East  along  the 
lines  of  expert  educational  leadership;  and,  for  the 
development  of  character  in  the  young  men  and  young 
women  of  the  East,  it  is  imperative  that  those  leaders 
should  be  aggressively  and  devotedly  Christian.* 

This  demand  throughout  mission  countries  for  edu- 
cation on  a modern,  scientific  basis  is  opening  doors 
of  opportunity  on  all  sides  for  Christian  educators 
from  the  West  not  only  in  missionary  institutions,  but 

* For  need  of  efficient  teachers  throughout  the  East,  see  section  on 
Christian  education  in  “Mission  Problems  and  Policies  in  Asia.” 


OPPORTUNITIES  AND  QUALIFICATIONS  189 

also  in  Government  schools  and  colleges.  In  view  of 
the  determination  of  the  East  to  have  Western  learn- 
ing, and  in  view  of  previous  experiences  in  connection 
with  Japan,  and,  in  a lesser  measure,  with  China,  it  is 
to  be  assumed  that  there  will  come  to  the  West  an 
increasing  number  of  calls  for  young  men  and  young 
women  to  go  out  for  service  under  the  government 
in  the  organization  of  their  systems  of  education  and 
as  specialists  in  various  departments.  Under  the 
clause  granting  religious  liberty  in  the  constitution  of 
China,  and  with  the  present  favorable  attitude  of  the 
Chinese  officials  toward  Christianity,  there  is  no  rea- 
son to  doubt  that  Christian  teachers  in  government 
schools  will  be  given  every  desirable  liberty  to  teach 
Christianity  to  their  pupils  and  to  embody  a degree 
of  Christian  instruction  in  the  classroom.  It  is  quite 
possible  that  a young  man  with  the  right  missionary 
spirit  would  be  able  to  accomplish  much  in  the  way 
of  propagating  Christianity  by  taking  a position  under 
the  government  in  a government  school,  where  con- 
stantly, by  example  as  well  as  by  precept,  he  would  be 
able  to  impress  upon  his  pupils  the  superiority  of 
Christianity  over  the  traditional  religions  of  China. 

While  there  have  been  few  calls  of  this  character 
coming  from  Mohammedans,  yet  there  is  every  reason 
to  believe  that  the  awakening  of  the  Mohammedan 
world  by  the  recent  events  in  the  Balkans  and  about 
the  Bosphorus  will  lead  Moslems  to  turn  to  the  West 
for  experts  to  aid  them  in  organizing  their  schools 
upon  a modern  foundation.  This  attitude  will  prob- 
ably not  be  confined  wholly  to  the  Levant.  We  learn 
that  the  Moslems  of  India  are  planning  to  organize 
a modern  university.  It  is  hardly  conceivable  that 
Mohammedans  in  any  country  will  be  able  to  organize 
and  adequately  develop  a modern  university  without 
securing  expert  assistance  from  the  West.  It  is  high 


190  EDUCATIONAL  MISSIONS 

time,  therefore,  that  Christian  young  men  and  young 
women  now  in  training  should  prepare  themselves  to 
respond  to  these  calls,  which  are  already  coming  in 
considerable  numbers,  but  which  will  necessarily  in- 
crease in  the  near  future. 

The  opportunity  of  the  educational  missionary  to- 
day is  greatly  enhanced  by  the  union  movements  in 
higher  education,  now  so  well  under  way  in  India, 
China,  Japan  and  other  countries.  These  movements 
have  created  an  immediate  demand  for  enlarged  and 
better  equipped  faculties  and  have  opened  the  way  for 
a superior  grade  of  instruction.  There  is  no  call  for 
an  enumeration  of  all  of  these  great  union  movements 
now  actually  consummated,  or  in  process  of  consum- 
mation, which  will  immediately  call  for  an  advance 
in  technical  and  special  training.  Two  or  three  exam- 
ples, however,  may  be  mentioned.  The  North  China 
Educational  Union,  which  centers  in  Peking,  has 
under  its  direction  a theological  school,  an  arts  col- 
lege for  young  men,  also  an  arts  college  for  young 
women,  a medical  school  for  men  and  a medical 
school  for  women,  and  has  in  contemplation  a train- 
ing school  for  women  to  be  pastors’  assistants  and 
special  workers  among  women  in  China.  In  this 
union,  in  all  its  departments,  there  are  six  or  seven 
different  societies  and  organizations.  It  has  been  in 
operation  for  some  time,  but  is  just  now  in  process 
of  making  radical  changes  in  the  line  of  advance.  In 
the  city  of  Foochow,  China,  a plan  is  in  contempla- 
tion and  is  beginning  to  be  put  into  operation  for  a 
union  theological  school,  a union  kindergarten  train- 
ing school,  a union  arts  college,  and  a union  medical 
school  for  the  training  of  men.  A union  university, 
already  well  under  way,  in  the  city  of  Nanking,  is 
referred  to  more  in  detail  under  Appendix  C.  The 


OPPORTUNITIES  AND  QUALIFICATIONS  191 


Doshisha,  in  Japan,  while  not  a regularly  organized 
union  institution,  has  men  of  different  denominations 
upon  its  board  of  managers,  receives  students  from  all 
denominations  in  Japan,  and  has  upon  its  faculty 
teachers  from  various  missions.  Its  aim  and  purpose 
are  to  serve  as  a union  institution  for  Japan. 

In  addition  to  these  are  the  still  larger  union  Chris- 
tian universities,  now  under  contemplation,  for  China, 
Japan  and  India,  requiring  men  and  women  of  the 
highest  training.  Even  in  the  present  stage  of  de- 
velopment, an  adequate  supply  of  competent  teach- 
ers cannot  be  obtained  for  the  union  institutions  in 
mission  lands,  and  it  is  safe  to  say  that  the  call  will 
be  more  than  doubled  in  the  next  few  years. 

Another  aspect  of  the  present  day  opportunity 
before  the  missionary  educator  is  presented  by  the 
development  now  called  for  in  special  lines  of  instruc- 
tion. The  new  educational  conditions  in  the  East 
are  demanding  that  particular  attention  should  now 
be  directed  to  certain  departments  of  college  educa- 
tion, such  as  pedagogy,  economics,  sociology  and  Eng- 
lish language  and  literature. 

A second  line  of  instruction  calling  for  emphasis 
under  the  developing  educational  conditions  of  the 
East  is  the  work  in  normal  schools.  Those  who  are 
to  lead  in  the  educational  system  of  any  country  must 
lead  through  the  organization  of  schools  which  shall 
train  experts  to  serve  not  only  as  teachers  but  as 
organizers  and  managers  of  school  systems.  There 
is  probably  no  department  of  education  to-day  which 
should  receive  more  emphasis  throughout  the  entire 
mission  field  than  that  of  normal  training,  and  none 
calling  more  loudly  for  expert  leadership. 

Another  special  opportunity  before  educational  mis- 


192 


EDUCATIONAL  MISSIONS 


sions  is  to  be  found  in  industrial  training.  The  na- 
tions of  Asia  and  Africa  are  turning  their  attention 
toward  an  education  that  will  be  practical  and  will 
aid  in  building  up  all  classes  of  society  and  increasing 
industrial  and  commercial  values.  Many  missionaries 
in  the  near  future  will  be  called  for  to  train  these  na- 
tions in  various  industries,  including  agriculture. 

Growing  out  of  that  same  tendency  is  the  present 
development  of  technical  schools,  upon  which  the 
governments  themselves  are  putting  special  emphasis. 
Technical  training  will  undoubtedly  have  a large  place 
in  the  contemplated  Christian  universities  now  under 
consideration  for  China  and  Japan,  and  some  of  the 
union  institutions,  such  as  the  Union  College  of  Nan- 
king, are  including  technical  education.  The  develop- 
ment in  these  various  departments  will  call  for  spe- 
cialists in  probably  every  phase  of  technical  training, 
either  under  the  managers  of  the  Christian  institu- 
tions, or  under  the  government. 

Theological  education  has  not  kept  pace  with  the 
development  of  other  departments  of  education  in 
connection  with  missionary  institutions.  It  is  only 
within  the  last  few  years  that  the  missionary  societies 
have  been  waking  up  to  the  fact  that  in  the  training 
of  the  young  men  who  are  to  be  the  recognized 
leaders  of  the  church  in  the  East  they  have  not  put 
the  emphasis  upon  a well-developed  educational  sys- 
tem that  has  been  put  upon  other  departments.  The 
organization  in  union  theological  schools  has  grown 
out  of  the  consciousness  on  the  part  of  the  mission- 
aries that  there  must  be  better  training  for  the  native 
preacher  and  pastor  and  for  the  organizer  and  man- 
ager in  the  Native  Church  than  has  hitherto  been  af- 
forded. These  union  institutions  are  rapidly  multi- 
plying, and  will  continue  to  multiply,  thus  diminishing 


Students  of  Union  Theological  School,  1913,  Foochow,  China 


OPPORTUNITIES  AND  QUALIFICATIONS  193 


the  number  of  theological  training  schools  while  in- 
creasing their  efficiency  and  force.  These  already  are 
calling  for  men  of  the  widest  theological  training  to 
cover  every  department  of  that  special  education. 

The  same  emphasis  is  not  put  in  these  training 
schools  upon  Hebrew  and  Greek  that  our  American 
institutions  place  upon  these  languages,  but  larger 
emphasis  is  necessarily  placed  upon  the  study  and 
interpretation  of  the  Bible,  upon  the  fundamentals  of 
Christian  doctrine,  upon  the  history  of  the  Christian 
Church,  upon  the  social  and  religious  conditions  of 
the  country  in  which  the  institution  is  established, 
and  upon  the  particular  phases  of  the  Gospel  message 
that  are  best  suited  to  meet  the  immediate  require- 
ments of  the  people.  The  bright,  inquiring,  penetrat- 
ing Oriental  mind  must  be  satisfied,  and  fed,  and  led, 
and  made  to  grasp  the  great  fundamentals  of  Chris- 
tianity as  contained  in  the  Bible,  as  lived  and  taught 
by  Jesus  Christ  and  the  Apostles,  and  as  handed  down 
to  the  Christian  Church  for  all  time. 

f 

There  is  a larger  variety  now  than  ever  before  in 
the  kinds  of  teaching  positions  for  which  workers  are 
in  demand.  The  range  covers  all  grades  from  kinder- 
garten to  post-graduate,  both  general  and  technical 
instruction,  and  all  manner  of  subjects.  An  indication 
of  the  demand  for  teachers  and  professors  of  widely 
varying  educational  equipment  in  mission  colleges  may 
be  found  in  the  latest  list,  published  by  the  Student 
Volunteer  Movement,  of  positions,  as  reported  to 
them  by  the  various  North  American  Mission  Boards, 
for  which  workers  were  then  required.  During  the 
last  five  years,  the  missionary  societies  have  ap- 
pealed through  the  Student  Volunteer  Movement  for 
the  following  different  kinds  of  workers: 


194 


EDUCATIONAL  MISSIONS 


MEN 

Engineers — Civil,  mechanical, 
electrical,  sanitary,  min- 
ing. 

J'eachers — English,  French, 

German,  music,  mathemat- 
ics, agriculture,  chemistry, 
biology,  physics,  philoso- 
phy, accounting  and  com- 
merce, manual  training, 
economics,  history. 

Athletes — To  develop  out-of- 
door  sports. 

Physical  Directors — Gymna- 
sium work. 

Architects  and  Supervising 
Builders. 

Physicians  and  Surgeons — 
To  serve  in  hospitals  and 
to  itinerate  and  to  teach. 

Business  Managers — For  mis- 
sion stations  and  colleges. 

Stenographers — To  serve  as 
private  secretaries  and  to 
teach  stenography  and  com- 
mercial subjects. 

Printers— As  superintendents 
and  foremen  of  mission 
presses. 

Ordained  Preachers — To 
serve  as  evangelists,  to  or- 
ganize native  churches,  to 
teach  in  theological  sem- 
inaries, and  to  preach  to 
English-speaking  congrega- 
tions. 


WOMEN 

Physicians  and  Surgeons — 
To  serve  in  hospitals  and 
to  itinerate. 

Nurses  — To  train  native 
workers  where  hospitals 
are  established  or  to  begin 
work  under  primitive  con- 
ditions. 

Kindergartners. 

Bible  Teachers  and  Evange- 
lists— To  lead  training 
classes  of  native  women; 
to  visit  in  the  homes  and 
zenanas ; to  teach  Bible  in 
girls’  schools,  and  to  itiner- 
ate among  villages. 

Stenographers. 

T eachers  — General  subjects 
(in  the  primary,  intermedi- 
ate and  advanced  grades, 
requiring  college  or  normal 
training),  biology,  mathe- 
matics, music. 

Physical  Directors. 

Superintendents  — To  have 
charge  of  orphanages  and 
student  hostels. 


OPPORTUNITIES  AND  QUALIFICATIONS  195 


The  foregoing  .list  includes  certain  lines  of  work 
connected  with  educational  missions  which  have  not 
been  discussed  in  this  volume.  A word  might  be  said 
about  the  business  managers  of  colleges.  A few 
positions  of  this  kind  are  open  which  call  for  busi- 
ness capacity  and  talent  rather  than  for  marked  ex- 
cellence in  academic  standing.  Some  missionary  so- 
cieties are  sending  out  young  college  men  who  have 
a special  capacity  for  business,  to  act  as  treasurers 
and  business  managers  of  colleges,  under  the  presi- 
dents. There  is  a vast  deal  of  accounting  to  be  done 
in  connection  with  a college  that  has  in  all  its  depart- 
ments several  hundred  students  and  a faculty  of  from 
twenty  to  fifty.  This  accounting  includes  the  collec- 
tion of  fees,  tuition,  etc.,  from  the  students,  the  pay- 
ment of  salaries,  looking  after  buildings,  the  purchase 
of  supplies,  and  even  the  construction  of  new  build- 
ings, and  an  endless  number  of  details  which  must 
be  looked  after  by  some  competent  person,  and,  in 
most  instances,  by  one  who  represents  the  home  ad- 
ministrators. 

One  who  occupies  this  position  may  also,  and 
should,  if  possible,  be  a teacher,  meeting  students 
occasionally  in  the  classroom  so  as  to  bring  himself 
into  touch  with  them,  thus  enabling  him  to  exercise 
personal  influence  over  them  and  to  be  recognized 
as  on  the  staff  of  the  college.  Many  of  the  Christian 
colleges  have  such  a man  on  their  faculties  or  are 
looking  for  one.  This  opens  a position  for  those 
who  are  disinclined  to  take  a theological  course  to 
enter  regular  missionary  work  and  who  do  not  feel 
called  upon  to  give  their  entire  life  to  teaching,  but 
whose  inclination  is  rather  to  lines  of  business.  To 
such,  a large  field  of  service  is  here  open  and  one 
that  can  be  made  as  distinctly  missionary  as  any 
other.  One  who  is  preparing  himself  for  this  service 


EDUCATIONAL  MISSIONS 


196 

would  greatly  increase  his  usefulness  by  having  some 
practical  knowledge  of  architecture,  drawing  and 
building  construction,  and  he  certainly  would  need  to 
be  a master  of  bookkeeping  and  accounting. 

In  view  of  this  great  variety  of  demands  now  pre- 
sented by  educational  missions,  few  students  need 
feel  that  their  special  abilities  and  training  would  not 
be  of  real  value  on  the  mission  field.  If  they  are  in 
any  doubt  on  the  question  they  should  consult  the 
office  of  the  Student  Volunteer  Movement  regarding 
the  educational  positions  abroad  for  which,  at  the 
time,  candidates  are  being  sought. 

There  is  one  question  which  has  doubtless  arisen 
again  and  again  in  the  reader’s  mind  and  to  which, 
before  this  discussion  of  educational  missions  is  closed, 
an  answer  should  be  given,  viz.,  What  qualifications 
should  one  possess  to  become  a successful  educational 
missionary?  Some  of  these  requirements  have  al- 
ready been  referred  to  indirectly,  but  at  this  point 
we  shall  attempt  to  sum  up  the  principal  qualifica- 
tions which  are  sought  for  by  missionary  societies 
and  by  boards  of  control  of  Christian  colleges  in  the 
East  as  they  are  looking  for  teachers.* 

(1)  Religious  Qualifications.  As  the  missionary 
societies  have  opened  educational  work  in  the  East  for 
the  purpose  of  propagating  Christianity  and  making  it 
self-supporting,  self-directing  and  self-perpetuating 
throughout  all  the  countries  in  which  this  work  has 

* For  the  training  of  educational  missionaries,  see  Edinburgh  Mis- 
sionary Conference  Report,  Vol.  Ill,  pp.  317-330;  see  also  section  on 
Christian  education  in  “Mission  Problems  and  Policies  in  Asia.” 

For  qualifications  required  in  educational  missionaries,  see  The  East 
and  the  West,  January,  1910. 

See  also  “The  Student  Missionary  Appeal,”  pp.  475-478;  “The  Call, 
Qualifications  and  Preparation  of  Missionary  Candidates”;  Edinburgh 
Missionary  Conference  Report,  Vol.  Ill,  pp.  259-266,  and  Vol.  V; 
Second  Annual  Report  of  the  Board  of  Missionary  Preparation;  Brown’s 
“The  Foreign  Missionary,”  Chapter  IV. 


OPPORTUNITIES  AND  QUALIFICATIONS  197 


been  begun,  it  is  conclusive  that  the  one  who  is  sent 
out  as  a teacher  in  a mission  institution,  or  in  a col- 
lege which  has  grown  out  of  missionary  work,  should 
be  a Christian.  And  he  should  be  not  simply  a Chris- 
tian who  allows  himself  to  be  called  by  that  name, 
but  one  who  believes  sincerely  in  the  obligation  of  all 
Christians  to  carry  that  religion  to  the  entire  world 
and  to  give  every  man  and  woman  of  the  non-Chris- 
tian world  a fair  knowledge  of  what  Christianity  is 
and  an  adequate  opportunity  to  accept  Jesus  Christ 
as  Redeemer  and  Lord.  Moreover,  not  only  should 
every  teacher  going  into  a mission  school  have  this 
belief  firmly  fixed  in  his  own  mind  and  heart,  but  he 
should,  at  the  same  time,  be  well  trained  in  the  funda- 
mental principles  of  his  religion.  This  does  not  mean 
that  he  must  have  taken  a full  theological  course, 
but  it  does  mean  that  he  must  know  his  Bible  and 
believe  in  it  and  be  able  intelligently  and  consistently 
to  teach  it  to  the  youth  of  the  East.* 

(2)  Moral  Character.  It  is  further  evident  that 
every  teacher  sent  out  to  a mission  school  should 
be  a person  of  the  highest  moral  character,  one  who 
in  the  face  of  temptation  stands  unbending,  and  who, 
in  his  words  and  in  his  bearing,  in  his  relations  to 
the  students  and  in  his  contact  with  the  faculty,  and 
in  all  of  his  life  before  the  people,  shall  give  only 
one  impression,  namely  that  of  a man  of  the  highest 
Christian  character  and  integrity.  It  is  easier  in  the 
East  to  say  things  and  do  things  that  will  bring  reflec- 
tion upon  one’s  religious  profession  than  it  is  in  the 
West.  In  some  respects,  and  justly  so,  the  East  is 
more  critical  in  its  observation,  and  makes  the  highest 
demands  of  those,  especially  Westerners,  who  profess 

* For  Bible  study  in  preparation,  see  “Students  and  the  Modern 
Missionary  Crusade,”  p.  585. 

See  also  Zwenner’s  “The  Message  and  the  Man.” 


EDUCATIONAL  MISSIONS 


198 

to  be  followers  of  Jesus  Christ.  The  East  has  already 
learned  well  in  its  own  religious  experience  that  it 
is  an  easy  thing  to  make  a profession  with  the  lips 
which  is  denied  by  the  life.  The  teacher,  while  he 
may  be  able  to  teach  Christianity  to  his  pupils  from 
the  Bible,  may  by  a single  act  so  nullify  his  teaching 
that  his  life  will  become  a positive  influence  for  evil, 
leading  his  pupils  to  believe  that  Christianity,  like 
some  of  the  Oriental  religions,  consists  primarily  in 
a form  or  a creed,  and  does  not  necessarily  permeate 
the  life  of  the  one  who  professes  it.  Too  much  em- 
phasis cannot  be  laid  upon  this  point,  that  the  teacher 
in  a Christian  college  or  university  or  school  in  the 
East  must  stand  four-square  in  his  moral  character. 

(3)  Physical  Equipment.  One  who  enters  upon 
teaching  work  should  have  a good  physique.  It  is  not 
customary  to  require  in  all  cases  so  thorough  and 
complete  a physical  examination  of  one  who  is  going 
out  for  a term  of  three  years  as  is  required  by  the 
missionary  societies  for  a life  appointment.  Yet 
there  are  some  missionary  boards  who  demand  the 
same  examination.  It  would  be  an  injustice  to  young 
men  or  young  women  with  radical  physical  defects 
to  plunge  them  into  unfavorable  conditions  where 
those  defects  might  be  greatly  developed  and  where 
their  health  might  be  seriously  and  permanently  im- 
paired. No  one  can  do  his  best  work  and  exert  his 
widest  influence  who  is  not  physically  strong,  and  this 
will  be  especially  true  of  the  young  men  and  women 
who  are  to  work  among  the  students,  where  they 
will  be  looked  to  as  physical  leaders,  often  as  athletic 
experts.  Any  young  man  or  woman,  East  or  West, 
can  exert  a wider  influence,  everything  else  being 
equal,  if  the  appearance  of  a perfect  physique  is 
presented,  with  ability  to  enter  with  zest  into  the 
physical  life  of  the  students. 


OPPORTUNITIES  AND  QUALIFICATIONS  199 

Anyone,  therefore,  who  is  looking  to  educational 
work  abroad  should  see  that  his  body  is  properly 
trained  and  that  he  has  a physique  that  will  stand  him 
well  in  the  midst  of  unfavorable  physical  conditions, 
presented  by  climate  and  by  Oriental  surroundings,  so 
that  he  may  complete  his  term  of  service  without 
physical  impairment  and  exert  his  widest  influence. 
To  one  who  is  physically  strong  the  East  presents 
no  terrors.  There  is  no  reason  why  the  American  or 
Englishman  cannot  maintain  perfect  health  in  the 
tropics  and  in  Oriental  countries,  if  he  obeys  the  ordi- 
nary laws  and  rules  of  health ; but  he  should  be 
physically  sound  to  start  with. 

(4)  Intellectual  Qualifications.  Mention  has  been 
made  of  the  necessity  of  a thorough  preparation  in 
the  lines  of  instruction  which  the  educational  mis- 
sionary is  to  undertake.  No  degree  of  mastery  of 
these  special  subjects  is  superlative.  But  the  Western 
teacher  contemplating  work  in  the  East  should  have, 
in  addition  to  his  specialized  equipment,  a broad 
general  training.  It  is  impossible  for  such  a teacher 
to  confine  himself  wholly  to  his  specialty,  for  he  will 
be  called  upon  repeatedly  for  an  opinion  at  least,  if 
not  for  authoritative  information,  on  subjects  which 
are  outside  his  special  line.  The  more  all-around 
education  a man  or  a woman  has,  and  the  better  he 
has  himself  in  hand  intellectually,  the  wider  will  be 
the  influence  of  his  work  abroad. 

While  this  is  true  of  the  general  culture  of  the 
candidate  for  educational  mission  work,  there  are  two 
special  lines  along  which  every  such  candidate  should 
seek  to  be  informed,  if  not  specially  instructed.  One 
of  these  lines  is  sociological  and  economic.  No 
teacher  can  go  into  the  East  without  being  plunged 
at  once  into  the  midst  of  a reorganizing  society,  of 
which  he  becomes  a part.  The  better  he  can  under- 


200 


EDUCATIONAL  MISSIONS 


stand  the  laws  of  society,  and  the  more  fully  he  is 
equipped  on  questions  of  economics  and  of  modern 
government,  the  better  he  will  be  able  to  help  his 
students  in  their  debates,  as  well  as  in  private  con- 
versation, even  though  he  may  not  be  given  teaching 
in  any  one  of  these  departments.  The  other  line  of 
preparation  which  is  vastly  important  for  every  pro- 
spective educational  missionary,  no  matter  what  his 
specialized  equipment  may  be,  is  a sound  training  in 
the  science  of  teaching.  The  recent  developments  in 
pedagogy  cannot  be  ignored  by  one  who  plans  to 
give  an  appreciable  part  of  his  life  to  teaching  Orien- 
tal students. 

Increasingly  the  Mission  Boards  are  laying  stress 
upon  the  ability  to  teach  and  are  advocating  to 
candidates  for  educational  missionary  work  either 
special  pedagogical  training  or  actual  experience  in 
teaching,  or  both.  It  is,  therefore,  important  that 
prospective  educational  missionaries  should  get  into 
touch  early  with  their  Mission  Boards  with  reference 
to  their  preparation.  They  should  also  familiarize 
themselves  with  Volume  V of  the  Report  of  the  Edin- 
burgh Missionary  Conference,  which  deals  with  the 
“Preparation  of  Missionaries.” 

(5)  Social  and  Temperamental.  More  than  in 
earlier  days  the  missionary  societies  seek  to  satisfy 
themselves  regarding  the  social  and  temperamental 
fitness  of  candidates.  This  is  partly  because  of  cer- 
tain painful  experiences  in  the  past  and  partly  because 
of  changed  conditions  on  the  mission  field.  In  most 
countries  the  work  and  relationships  of  missionaries 
to-day  require  that  they  possess  in  some  degree  gifts 
of  a social  kind.  This  does  not  mean  that  only 
young  men  and  women  of  social  standing  are  sought 
for,  but  that  all  appointees  should  be  persons  of  good 
manners  and  a certain  innate  refinement.  Some  can- 


Boys'  School,  Teheran,  Persia 


OPPORTUNITIES  AND  QUALIFICATIONS  201 


didates  are  not  accepted  because  they  are  lacking 
temperamentally.  Here  again  no  fixed  standards  are 
possible,  but  Mission  Boards  are  most  solicitous  that 
in  such  matters  as  patience,  humility  and  cooperative- 
ness their  missionaries  should  be  qualified  to  enter 
successfully  into  the  exacting  and  often  complex  re- 
lationships of  their  future  work.  And  in  all  of  this 
the  requirements  are  fully  as  great  in  the  case  of  the 
educational  missionary  as  of  any  other. 

Special  mention  must  be  made  of  the  supreme  ne- 
cessity in  an  educator  of  self-control.  The  Asiatic 
looks  upon  an  exhibition  of  temper  not  only  as  a loss 
of  dignity,  but  almost  as  an  unpardonable  sin.*  There 
are  few  acts  forbidden  by  the  Decalogue  that  would 
not  be  regarded  by  Eastern  people  of  education  and 
refinement  as  of  secondary  importance  compared  with 
the  loss  of  temper.  For  a teacher  to  exhibit  such 
a weakness  in  the  presence  of  his  pupils  would  mili- 
tate tremendously  against  his  influence,  and,  if  re- 
peated, would  probably  negative  all  of  his  other  quali- 
fications, however  choice  they  might  be.  Any  young 
man  or  woman  who  cannot  keep  his  temper  to  him- 
self, even  in  the  face  of  most  trying  provocation, 
should  not  seek  work  in  the  foreign  field.  A mis- 
sionary should  always  have  good  command  of  himself, 
and  so  be  able  to  secure  and  hold  the  respect  and  con- 
fidence of  all  who  know  him. 

(6)  Some  General  Qualifications.  In  addition  to 
the  qualifications  already  named,  there  are  others 
which,  though  difficult  to  tabulate,  are  vastly  impor- 
tant. It  is  conceivable  that  one  might  be  a success- 
ful teacher  in  an  institution  of  the  West  and  yet 
make  a failure  among  Oriental  students,  but  perhaps 
the  reverse  is  as  liable  to  be  true.  It  depends  upon 

* On  missionary  and  temper,  see  The  East  and  the  West,  for 
April,  1913,  p.  179. 


202 


EDUCATIONAL  MISSIONS 


the  nature  of  the  deficiency  which  produces  the  failure. 
Administrators  of  educational  institutions,  including 
all  grades,  are  practically  agreed  that  the  question  of 
discipline  assumes  much  less  importance  among  Ori- 
ental students  than  among  Western  students.  The 
Eastern  student  is  more  accustomed  to  reverence  and 
respect  and  obey  his  teacher  than  the  student  of  the 
West.  He  is  less  given  to  cutting  up  pranks  and 
seems  less  eager  to  escape  the  duties  of  the  class* 
room  and  of  the  school.  On  the  other  hand,  there 
are  difficulties  that  are  more  subtle  and  hard  to  dis- 
cover and  correct  among  Eastern  students  by  way  of 
discipline  and  moral  control  than  we  find  in  the  West. 
The  Indian  student,  for  instance,  is  more  emotional, 
meditative,  and  perhaps  more  illogical  than  the  student 
of  the  West.  He  is  less  influenced  by  a syllogism  than 
by  an  illustration.  Indian  philosophy  calls  for  pro- 
tracted meditation  and  introspection,  and  it  is  in  this 
atmosphere  that  the  Indian  student  has  come  to  the 
school  age.  He  shrinks  from  violence,  from  boister- 
ousness, and  is  won  by  the  gentle  voice,  by  the  quiet 
action  indicating  reserve  strength,  and  by  every  mark 
of  sympathy  which  he  may  see  in  his  teacher.  The 
one  who  will  come  closest  to  Indian  students  is  the 
one  who  from  the  beginning  has  a deep,  earnest  affec- 
tion for  them  and  who  from  the  bottom  of  his  heart 
longs  to  render  them  a service  that  will  appear  in 
stable  character,  in  balanced  intellectual  development, 
and  finally  in  the  form  of  the  full  stature  of  a com- 
pleted manhood  and  womanhood. 

The  Japanese  and  Chinese  students  are  more  in- 
tensely practical  than  the  Indian,  with  a possible  lack 
of  originality,  but  with  the  capacity  of  imitation 
largely  developed.  In  the  late  national  advance  in 
Japan  and  China  the  students  have  caught  in  an 


OPPORTUNITIES  AND  QUALIFICATIONS  203 

unusual  degree  the  spirit  of  “liberty”  as  they  term  it, 
which  has  been  interpreted  in  many  instances  into 
terms  of  license  and  lawlessness.  Classroom  strikes 
against  instructors  have  not  been  by  any  means  an 
unknown  experience.  Sometimes  this  opposition  has 
been  based  on  trivialities,  sometimes  upon  questions 
affecting  the  fundamental  character  of  the  teacher  or 
the  foundation  principles  of  the  school.  The  uprisings 
of  students  against  the  administration  of  the  school  are 
becoming  less  frequent,  and  the  students  as  well  as 
the  leaders  in  these  countries  are  learning  that  true 
liberty  must  be  accompanied  by  self-restraint  and  self- 
control.  Both  countries  are  seeking  for  an  education 
that  is  practical,  that  will  teach  the  student  to  do  the 
things  required  by  the  country  to  enable  it  to  advance 
along  the  lines  laid  out  by  their  new  constitutions. 
None  of  the  dreamy,  meditative  character  of  the 
Indian  appears  in  Japan  and  China.  The  teacher 
must  be  alert,  up-to-date,  ready  to  meet  any  new  emer- 
gencies, expecting  that  his  capacities  will  be  put  to 
the  test  at  any  moment. 

The  Moslem  student  presents  a wholly  different 
characteristic.  He  comes  into  a Christian  school  sus- 
picious of  everything  that  he  finds.  He  expects  that 
pressure  will  be  brought  to  bear  upon  him  to  abandon 
his  family  religion  and  to  accept  baptism.  He  has 
come  to  school  perchance  under  a silent  protest,  yet 
conscious  of  the  fact  that  a modern  education  could 
be  obtained  in  no  other  way,  and  so,  driven  by  his 
desire  for  learning,  he  has  come  in  spite  of  his  misgiv- 
ings. He  is  prejudiced  against  Christianity  and  almost 
hopelessly  conservative  with  regard  to  religion.  He 
has  been  taught  through  a series  of  generations  that 
there  is  no  place  for  thought  in  religion.  Under  the 
Mohammedan  regime,  for  a Moslem  to  raise  questions 


204 


EDUCATIONAL  MISSIONS 


in  regard  to  his  faith  is  to  put  himself  under 
suspicion,  and  to  continue  to  question  the  teach- 
ings of  the  Koran  or  the  customs  of  Mohammedan- 
ism would  be,  at  least  under  the  old  order,  to  put 
himself  wholly  under  the  ban  and  even  to  imperil  his 
life.* 

Such  a student  needs  to  be  approached  sympathet- 
ically and  gently  and  to  be  given  at  the  first  the 
assurance  that  no  violence  is  to  be  done  to  his  religion, 
that  he  is  to  be  given  every  opportunity  to  investigate 
and  to  come  to  his  own  decisions,  with  liberty  and 
without  undue  pressure.  Just  as  soon  as  his  suspi- 
cions are  allayed  there  is  no  more  attractive  and  eager 
student  than  the  Moslem. 

From  all  the  foregoing  it  will  be  apparent  that 
the  educational  missionary  needs  to  bring  to  his  work 
tact,  adaptability,  sympathy,  patience,  kindliness,  a 
belief  in  his  students  and  an  affectionate  interest  in 
them.  Qualities  such  as  these  are  what  count  su- 
premely in  the  last  analysis. 


In  conclusion  let  no  one  think  that  it  is  an  easy 
task  to  teach  the  young  men  and  young  women  of 
Asiatic  countries,  upon  whom  we  of  the  West,  assum- 
ing our  own  intellectual  and  social  superiority,  have 
been  somewhat  accustomed  in  the  past  to  look  down. 
If  one  enters  upon  educational  work  from  that  point 
of  view,  he  is  not  only  doomed  to  disappointment  him- 
self but  he  cannot  fail  to  be  a disappointment  to  his 
pupils,  as  well  as  to  those  who  engaged  him  for  the 
service.  The  student  in  the  East  is  not  one  whit 
less  acute  and  alert  intellectually  than  the  student  in 
the  West.  While  the  recognition  of  this  fact  calls 

* For  a story  illustrating  this  point,  see  Dwight’s  “A  Muslim  Sir 
Galahad.” 


OPPORTUNITIES  AND  QUALIFICATIONS  205 


on  the  one  hand  for  humility,  on  the  other  it  makes 
a demand  for  the  highest  gifts  and  training.  There 
are  places,  as  we  have  pointed  out,  in  the  mission 
educational  system  for  men  and  women  not  of  the 
highest  intellectual  caliber  or  attainment ; nevertheless, 
those  who  aspire  to  the  largest  and  most  influential 
positions  cannot  hope  to  command  those  high  places 
save  by  their  ability  and  achievement,  as  well  as  by 
their  devotion. 

These  pages  have  sought  to  set  forth  the  great  and 
alluring  task  of  the  educational  missionary.  And  how 
strategically  important  the  task  is,  when  one  remem- 
bers that  the  most  effective  and  the  really  permanent 
factor  in  the  development  of  the  national  life  and  of 
the  Church  as  well,  in  the  various  mission  countries, 
is  not  the  foreigner,  but  the  man  and  woman  of  the 
soil.  We  must  decrease;  they  must  increase.  As  the 
foreign-supported  foreigner  withdraws  to  the  back- 
ground in  any  country,  the  trained  native  comes  for- 
ward, bringing  with  him  his  own  support  and  backing. 
And  when  at  last  the  foreigners  have  completely  with- 
drawn, and  the  country  as  a foreign  mission  country 
is  no  longer  entered  upon  the  records  of  any  mis- 
sionary society,  there  will  remain  in  their  places  a 
vastly  greater  body  of  trained  native  leaders  whose 
support  is  obtained  wholly  from  the  strong,  aggressive, 
self-perpetuating  native  Christian  communities.  Hence 
the  commanding  place  that  missionary  education  holds 
in  bringing  about  the  complete  evangelization  of  any 
country,  when  the  foreign  missionary  shall  retire 
and  the  whole  Church  shall  be  aggressively  active 
under  its  own  able  leadership.  In  this  way  missionary 
educators  are  multiplying  their  own  lives,  some  thirty, 
some  sixty  and  some  a hundred  fold. 

There  is  one  aspect  of  this  opportunity  greatly  to 


20 6 


EDUCATIONAL  MISSIONS 


multiply  one’s  life  that  calls  for  a word  of  special 
emphasis.  The  educational  missionary  is  in  a peculiar 
position  to  foster  the  missionary  spirit  among  students 
and  to  further  judiciously  the  organized  efforts  in 
which  it  expresses  itself.  The  fundamental  principles 
of  the  movements  in  Christian  countries  for  securing 
recruits  for  the  foreign  work  can  and  should  be  ap- 
plied with  no  less  force  to  Asiatic  students  to  lead 
them  to  devote  their  talent  and  their  lives  to  promot- 
ing Christianity  among  the  multitudes  about  them. 
Already  in  some  of  the  countries  of  the  Orient  a 
Student  Volunteer  Movement  is  under  headway,  but 
the  ripeness  of  the  harvest  fields  requires  that  it  be 
strongly  developed. 

The  demands  upon  the  educational  missionary  are 
great  indeed  and  their  exactions  severe.  But  how  rich 
are  the  possibilities.  To  have  the  opportunity  day 
in  and  day  out,  from  the  vantage  point  of  his  highly 
respected  calling,  to  come  into  personal  relation  with 
the  young  men  and  women  that  are  to  mould  great 
civilizations  to-morrow,  to  touch  their  lives  in  the 
classroom,  on  the  campus,  in  his  home,  in  their 
rooms,  to  build  up  in  them  strong  Christian  charac- 
ter and  to  send  them  out  equipped,  alert  and  eager 
to  serve  their  people  and  to  bring  in  the  Kingdom 
of  God — where  will  the  aspirations  of  an  ambitious 
student  meet  a loftier  or  more  rewarding  service  than 
this? 

For  men  and  women  qualified  for  the  work  which 
this  volume  has  described  and  commanded  by  a pas- 
sion for  expanding  the  Kingdom  of  our  Lord,  great 
fields  of  service  are  waiting,  and  still  wider  areas  are 
opening  day  by  day.  From  all  parts  of  the  world  the 
call  comes  with  increasing  emphasis  and  volume  to 
the  missionary  societies  of  the  West,  and  it  is  here 


OPPORTUNITIES  AND  QUALIFICATIONS  207 


passed  on  to  the  students  of  Europe  and  America 
in  the  form  of  a challenge  and  a test  of  their  devo- 
tion to  Him  who  gave  Himself  and  all  that  He  had 
for  the  redemption  of  men. 


APPENDIX  A. 

General  Statistics  of  Educational  Missions  (From  the  "World  Atlas  of  Christian  Missions"), 


208 


APPENDIX  A 


APPENDIX  A 


209 


APPENDIX  A. — Continued. 


210 


APPENDIX  A 


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Total  Under  Instruction  in  Foreign  Missionary  Institutions:  Universities  and  Colleges,  8,628;  Theological  and 
Normal  Schools  and  Training  Classes,  12,761;  Boarding  and  High  Schools,  166,447;  Industrial  Training  Institutions  and  Classes, 
16,292;  Elementary  and  Village  Schools,  1,290,337;  Kindergartens,  5,397;  Medical  Schools  and  Classes,  830;  Schools  and  Classes 
for  Nurses,  663;  Orphanages,  20,383;  Institutions  for  the  Blind  and  for  Deaf  Mutes,  844.  Grand  Total  for  all  Institutions,  1,322,802. 


APPENDIX  B 


SOME  WELL-KNOWN  CHRISTIAN  INSTITU- 
TIONS IN  MISSION  COUNTRIES 

The  following  list  of  higher  institutions  on  the  mis- 
sion field  makes  no  claim  to  be  exhaustive.  Doubt- 
less some  important  institutions  are  omitted.  Those 
named,  however,  are  typical  ones,  and  will  serve  to 
indicate  the  variety  and  the  scope  of  Christian  higher 
education  on  the  mission  field. 


AFRICA 

Amanzimtote  Seminary  and  Union  Normal  School,  Adams, 
South  Africa. 

Assiut  College,  Assiut,  Egypt. 

Native  Training  Institution,  Healdtown,  Cape  Colony. 

Kilnerton  Training  Institution,  Kilnerton,  Transvaal. 

Lovedale  Missionary  Institution,  Lovedale,  South  Africa. 

The  Paris  Missions’  Schools,  Morija,  Basutoland,  South 
Africa. 

Union  Theological  College,  Impolweni,  Natal,  South  Africa. 

Fourah  Bay  College,  Sierra  Leone,  West  Africa.  (Affiliated 
with  University  of  Durham.) 

Tiger  Kloof  Native  Institution,  Tiger  Kloof,  British  Bechua- 
naland,  South  Africa. 

CHINA 

Canton  Christian  College,  Canton. 

Hackett  Medical  College  for  Women,  Canton. 

University  Medical  School,  Canton. 

Yale  College  in  China,  Collegiate  and  Medical  School, 
Changsha. 

21 1 


212 


APPENDIX  B 


Chengtu  College,  Chengtu. 

West  China  Union  University,  Chengtu,  Szechwan. 
Anglo-Chinese  College,  Foochow. 

Baldwin  School  of  Theology,  Foochow. 

Foochow  College,  Foochow. 

Foochow  Theological  Seminary,  Foochow. 

St.  Mark’s  College,  Foochow. 

Woman’s  College  of  South  China,  Foochow. 

Hangchow  College,  Hangchow. 

Union  College,  Hangchow. 

Griffith  John  College,  Hankow. 

Union  Medical  School,  Hankow. 

Hong  Kong  University,  Hong  Kong. 

St.  Paul’s  College,  Hong  Kong. 

St.  Stephen’s  College,  Hong  Kong. 

William  Nast  College,  Kiukiang. 

University  of  Nanking,  Nanking. 

Trinity  College,  Ningpo. 

Peking  University,  Peking. 

Foochow  Girls’  College,  Ponasang,  Foochow. 

St.  John’s  University,  Shanghai. 

Shanghai  Baptist  College  and  Theological  Seminar}’,  Shang- 
hai. 

Boone  University,  Wuchang. 

Wesley  College,  Wuchang. 

Wuchang  Union  University,  Wuchang. 

North  China  Educational  Union: 

North  China  Union  Lockhart  Medical  College,  Peking. 
North  China  Union  Theological  College,  Peking. 

North  China  Union  Woman’s  College,  Peking. 

North  China  Union  Woman’s  Medical  College,  Peking. 
North  China  Union  College  of  Liberal  Arts,  Tungchow, 
Peking. 

Shantung  Christian  University,  Shantung. 

Union  Medical  College,  Tsinan-fu. 

Union  Theological  College,  Tsingchow-fu. 

College  of  Arts  and  Science,  Wei-hsien. 


INDIA 

(Including  Burma  and  Ceylon) 

Theological  Seminary,  Ahmednagar  (Bombay  Presidency). 
Ewing  Christian  College,  Allahabad. 


APPENDIX  B 


213 


Ramsay  College,  Almora  (United  Provinces). 

United  Theological  College,  Bangalore. 

Bareilly  Theological  Seminary,  Bareilly  (United  Provinces). 
Bankura  College,  Bengal. 

Wilson  College,  Bombay. 

Bethune  College  for  Girls,  Calcutta. 

Bishop’s  College,  Calcutta. 

Church  Missionary  Society  College,  Calcutta. 

London  Missionary  Society  College  (Bhowanipur),  Calcutta. 
The  Scottish  Churches  College,  Calcutta. 

Theological  Training  School,  Calcutta. 

Christ  Church  College,  Cawnpore. 

St.  Stephen’s  College,  Delhi. 

American  Evangelical  Lutheran  College  and  Theological 
Seminary,  Guntur. 

Canadian  Mission,  Indore. 

C.  M.  S.  College,  Kottayam  (Travancore). 

Forman  Christian  College,  Lahore. 

St.  John  Divinity  College,  Lahore. 

Woodstock  College,  Landour  (Punjab). 

Isabella  Thoburn  College,  Lucknow. 

Reid  Christian  College,  Lucknow. 

Madras  Christian  College,  Madras. 

Theological  College  (S.  P.  G.),  Madras. 

Wesley  College,  Madras. 

American  College,  Madura. 

Findlay  College,  Mannargudi  (Tanjore). 

Hardwicke  College  and  Theological  Institution,  Mysore. 
Scott  Christian  College,  Nagercoil. 

Hislop  College,  Nagpur. 

Nandyal  Training  College,  Nandyal  (Madras  Presidency). 
Sarah  Tucker  College,  Palamcottah. 

Theological  Seminary,  Pasumalai  (Madras  Presidency). 
Ramapatam  Theological  Seminary,  Ramapatam  (Madras 
Presidency). 

Theological  Seminary,  Saharanpur  (Punjab). 

Baptist  Mission  College,  Serampore  (Bengal  Presidency). 

S.  P.  G.  College,  Trichinopoly. 

Arcot  Theological  Seminary,  Vellore. 

Voorhees  College,  Vellore  (Madras  Presidency). 


214 


APPENDIX  B 


BURMA 

Wesleyan  Theological  Institution,  Pakokku. 

Burman  Theological  Seminary,  Rangoon. 

Karen  Theological  Seminary,  Rangoon. 

Rangoon  Baptist  College,  Rangoon. 

CEYLON 

Wesley  College,  Colombo. 

Richmond  College  and  Theological  Institution,  Galle. 
Central  College,  Jaffna. 

Jaffna  College,  Jaffna. 

Kingswood  College,  Kandy. 

Trinity  College,  Kandy. 


JAPAN 

Kobe  College  for  Girls,  Kobe. 

Kobe  Theological  School,  Kobe. 

Kwansei  Gakuin,  Collegiate  and  Theological  Departments, 
Kobe. 

Lambuth  Memorial  Bible  Woman’s  Training  School,  Kobe. 

Woman’s  Evangelistic  School,  Kobe. 

Doshisha  University,  Collegiate  and  Theological  Departments, 
Kyoto. 

Anglo-Japanese  College  (Chinzei  Gakuin),  Nagasaki. 

Girls’  College  (Kwassui  Jo  Gakko),  Nagasaki. 

North  Japan  College  (Tohoku  Gakuin),  Collegiate  and  Theo- 
logical Departments,  Sendai. 

Anglo-Japanese  College  (Aoyama  Gakuin),  Collegiate  and 
Theological  Departments,  Tokyo. 

Baptist  Theological  School,  Tokyo. 

Joshi  Gakuin,  Tokyo. 

Philander  Smith  Biblical  Institute,  Tokyo. 

School  for  Nurses,  Tokyo. 

St.  Paul’s  University  (Rikkyo  Daigakku),  Collegiate  and 
Theological  Departments,  Tokyo. 

Theological  Seminary  (Shingaku-sha),  Tokyo. 

Meiji  Gakuin,  Collegiate  and  Theological  Departments,  Yoko- 
hama. 


APPENDIX  B 


215 


KOREA 

Theological  Seminary  of  Korea,  Union,  Pyeng  Yang. 
Union  Christian  College  and  Academy,  Pyeng  Yang. 
Severance  Medical  College,  Seoul. 

Union  Methodist  Theological  Seminary,  Seoul. 


PERSIA 


LEVANT 


Urumia  College  and  Theological  School,  Urumia. 


SYRIA 

English  College,  Jerusalem. 
Gerard  Institute,  Sidon. 

Syrian  Protestant  College,  Beirut. 


TURKEY 

Central  Turkey  College,  Aintab. 

American  College  for  Girls,  Constantinople. 

Robert  College,  Constantinople. 

Euphrates  College,  Harpoot. 

Theological  Seminary,  Harpoot. 

Apostolic  Institute,  Konia. 

Central  Turkey  College  for  Girls,  Marash. 

Central  Turkey  Theological  Seminary,  Marash. 

Theological  Seminary,  Mardin. 

Anatolia  College,  Marsovan. 

Mission  Theological  Seminary,  Marsovan. 

Thessalonica  Agricultural  and  Industrial  Institute,  Salonica. 
Sivas  Teachers’  College,  Sivas. 

American  Collegiate  Institute,  Smyrna. 

International  College,  Smyrna. 

St.  Paul’s  Institute,  Tarsus. 

College  for  Boys,  Van. 


SOUTH  AMERICA 

BOLIVIA 

American  Institute,  La  Paz. 


2l6 


APPENDIX  B 


BRAZIL 

Granberry  College  (with  Pharmaceutical  and  Dental  Depart- 
ments), Juiz  de  Fora. 

Rio  College  and  Seminary,  Rio. 

Mackenzie  College,  Sao  Paulo. 

CHILE 

American  College,  Concepcion. 

Girls’  College,  Concepcion. 

Institute  Ingles,  Santiago. 

Santiago  College,  Santiago. 


OTHER  COUNTRIES 

BAHAMAS 

Queen’s  College,  Nassau. 

BULGARIA 

Collegiate  and  Theological  Institute,  Samakov. 

HAITI 

Bird  College,  Port-au-Prince 

MADAGASCAR 

St.  Paul’s  Theological  College,  Madagascar. 


MEXICO 

Colegio  Internacional,  Guadalajara. 

Mexico  City  College  and  Theological  Seminary,  Mexico  City. 

PHILIPPINE  ISLANDS 

Silliman  Institute,  Dumaguete. 

Ellinwood  Theological  Training  School,  Manila. 

SIAM 

Bangkok  College,  Bangkok. 

Prince  Royal  College,  Chieng  Mai,  Laos. 


APPENDIX  C 


Detailed  Information  Regarding  a Few  Representa- 
tive Institutions 

Some  detailed  information  is  here  offered  in  regard 
to  a few  of  the  institutions  mentioned  in  the  foregoing 
list.  The  colleges  selected  are  fairly  representative 
for  their  respective  countries. 


MACKENZIE  COLLEGE,  SAO  PAULO,  BRAZIL 

The  best  known  institution  of  learning  in  Latin  America 
is  Mackenzie  College  in  Brazil.  This  college  was  incor- 
porated by  the  Board  of  Regents  of  the  University  of  the 
State  of  New  York  in  1890,  for  the  purpose  of  extending  and 
perpetuating  Christian  education  begun  by  the  Presbyterian 
Mission  in  South  America  twenty  years  before.  It  is  the  only 
institution  of  higher  education  of  any  character  whatever  in 
Brazil  which  is  wholly  independent  of  Government  super- 
vision and  patronage.  While  a positively  Christian  college,  it 
puts  special  emphasis  on  the  scientific  character  of  its  courses, 
and  endeavors  to  keep  pace  with  educational  methods  and  ad- 
vance in  the  United  States.  It  stands  at  the  head  of  a graded 
system  and  aims  at  the  production  of  men  of  high  character 
and  of  recognized  ability. 

The  courses  of  study  are  practically  the  same  as  those  given 
by  similar  institutions  in  the  United  States  and  so  need  not 
be  recorded  here.  More  emphasis,  however,  is  laid  upon  the 
Latin  languages,  which  are  so  widely  used  in  South  America. 
Most  of  the  students  speak  more  than  one  language;  some  of 
them  several. 

The  enrolment  in  all  departments  of  the  college  in  1912 
was  923,  of  which  479  were  Brazilians,  165  Italians,  74  Portu- 
guese, 54  Germans,  43  Americans,  39  English,  18  French,  and 

217 


218 


APPENDIX  C 


51  of  other  nationalities.  Of  this  number  576  paid  entire  tui- 
tion, and  163  were  received  at  reduced  rates.  In  the  Col- 
legiate Department  proper  there  were  240  students,  63  of 
whom  were  in  the  Engineering  Course,  47  in  the  Commercial 
Course,  and  130  in  what  is  called  the  Maturity  Course,  corre- 
sponding to  the  regular  Arts  Course  in  America.  The  remain- 
ing 683  were  in  the  Preparatory,  Middle  and  Primary  De- 
partments of  the  school,  all  under  the  same  general  manage- 
ment. 


SYRIAN  PROTESTANT  COLLEGE,  BEIRUT,  SYRIA 


This  college  is  a good  example  of  the  several 
American  colleges  of  missionary  origin  established 
within  the  bounds  of  the  Turkish  empire.  It  began  as 
a mission  school  and  was  opened  as  a college  in  1866, 
the  first  class  graduating  in  1870.  The  School  of 
Medicine  was  organized  in  1867,  the  first  class  gradu- 
ating in  1871 ; the  first  class  in  the  School  of  Phar- 
macy graduated  in  1875.  The  School  of  Commerce 
opened  in  1900,  the  Nurses’  Training  School  in  1905, 
the  Teachers’  Training  Course  in  1909,  and  the  School 
of  Dentistry  in  1910. 

The  College  occupies  a noble  site  overlooking  the 
Mediterranean  in  the  city  of  Beirut.  It  has  about 
forty  acres  of  land  in  its  grounds,  upon  which  there 
are  erected  nineteen  separate  buildings.  It  was  in- 
corporated under  the  laws  of  the  State  of  New  York 
in  1863,  with  a supplementary  act  passed  by  the  legis- 
lature in  1864.  The  corporate  name  is  “The  Trustees 
of  the  Syrian  Protestant  College.”  The  government 
of  the  College  is  vested  in  the  Board  of  Trustees,  who 
are  the  ultimate  authority  in  all  affairs  of  the  insti- 
tution, and  in  the  general  Faculty,  who  are  empow- 
ered by  the  Trustees  to  undertake  the  local  manage- 
ment of  the  College,  subject  in  all  details  to  the 
authority  of  the  Trustees. 

In  the  earlier  years  of  the  College  Arabic  was  the 
language  of  instruction  in  all  departments,  but  this 
has  been  later  changed  to  English,  because  of  the  in- 
creasingly large  number  of  men  attending  the  college 
from  different  nationalities  speaking  different  tongues, 

2x9 


220 


APPENDIX  C 


and  because  of  the  demand  for  a general  knowledge 
of  Engjish  from  all  classes  of  its  students.  The 
School  of  Arts  and  Sciences  has  had  English  as  the 
basis  of  instruction  since  1880  and  the  School  of 
Medicine  since  1887. 

The  various  departments  of  the  College  have  al- 
ready been  indicated,  and  for  most  of  them  the  name 
is  quite  ample  for  the  definition.  The  School  of 
Arts  and  Sciences  aims  to  give  a liberal  education 
in  science,  history,  language  and  philosophy,  leading 
to  the  degree  of  Bachelor  of  Arts  at  the  end  of  a four 
years’  course;  it  offers  also  advanced  courses  which 
lead  to  the  degree  of  Master  of  Arts. 

Students 

Only  men  are  admitted  to  any  of  the  departments  of 
the  College.  During  the  term  1911-12  there  were  in 
the  college  895  students.  Of  these,  397  were  in  the 
Preparatory  Department,  234  in  the  School  of  Arts 
and  Sciences,  71  in  the  School  of  Commerce,  139  in 
the  School  of  Medicine,  24  in  the  School  of  Phar- 
macy, 5 in  the  School  of  Dentistry,  25  in  the  Nurses’ 
Training  School.  These  students  represent  nearly 
every  nationality  in  the  Turkish  empire,  with  a large 
number  from  Egypt  and  also  from  the  Soudan,  Russia 
and  Cyprus,  and  from  European  Turkey,  as  well  as 
from  other  European  countries.  During  the  last  year 
or  two  the  number  of  Mohammedans  has  greatly  in- 
creased. The  students  represent  practically  every 
form  of  religious  belief  common  in  Turkey  and  Egypt, 
although  all  assemble  on  the  same  basis  under  the 
instruction  of  a Christian  College  where  attendance 
at  chapel  and  Bible  study  are  required  from  all  stu- 
dents. 

At  the  present  time  the  number  of  permanent  pro- 


APPENDIX  C 


221 


fessors  is  30,  with  a large  number  of  teachers,  tutors 
and  instructors. 


Curriculum 

The  curriculum  of  the  college  is  organized  to  meet 
the  conditions  of  the  country  and  the  requirements  of 
the  students  primarily,  as,  for  instance,  in  the  lan- 
guages taught  regularly.  English,  Arabic,  Turkish. 
French  and  modern  Greek  are  taught,  with  short 
courses  in  Latin  offered  in  the  School  of  Arts  and 
Sciences.  These  languages  are  taught  not  only  to 
provide  the  student  with  a good  knowledge  of  his 
own  vernacular  and  the  vernacular  of  others  with 
whom  he  will  necessarily  work,  but  also  to  provide 
him  with  access  to  the  wealth  of  material  found  in 
the  literature  which  these  languages  represent.  All 
Arabic-speaking  students  are  required  to  take  a thor- 
ough course  of  instruction  in  the  Arabic  language  and 
literature.  Turkish,  being  the  official  language  of  the 
empire,  occupies  an  increasingly  prominent  place  in 
the  college  curriculum.  Greek  is  required  of  all  stu- 
dents whose  native  language  is  Greek. 

It  will  serve  to  indicate  the  scope  of  the  instruction 
offered  and  give  a hint  as  to  the  standing  of  the  col- 
lege if  we  glance  at  the  courses  of  study  in  the  School 
of  Arts  and  Sciences. 

Freshman  Year 

Required:  English,  Arabic,  History,  Physiology, 
Mathematics,  including  Plane  and  Solid  Geometry,  and 
the  elements  of  Plane  Trigonometry,  Bible,  Declama- 
tion, Physical  Drill,  extending  through  the  entire 
course. 

Elective:  French,  Turkish,  Latin. 


222 


APPENDIX  C 


Sophomore  Year 

Required:  English,  Arabic,  History,  Mathematics, 
including  Plane  and  Spherical  Trigonometry,  Physics, 
Bible  (each  student  to  have  three  languages). 

Elective:  French,  Turkish,  Latin,  History,  Mathe- 
matics, Botany. 

Special  Sophomore  Course 

Required:  English,  Physics,  Chemistry,  Botany, 
Zoology,  Bible. 

Elective:  French,  Turkish. 

Junior  Year 

Required:  History,  including  Creasy,  History  of  the 
English  Constitution,  with  lectures  on  the  constitu- 
tional history  of  Turkey,  Logic,  Chemistry,  including 
Inorganic  and  Modern  Chemistry,  Bible. 

Elective:  English  Literature,  Advanced  Theme 
Writing,  Arabic  Rhetoric,  Arabic  Composition, 
French,  Turkish,  History  of  the  Caliphate  and  the 
Philosophy  of  History,  Economics,  Mathematics,  in- 
cluding Analytical  Geometry,  Drawing,  Surveying, 
Physics,  Zoology,  Botany. 

Senior  Year 

Required:  Psychology,  Ethics,  Astronomy,  Bible — 
expository  lectures. 

Elective:  English  Literature,  Arabic  Rhetoric,  Ara- 
bic Composition,  French,  Turkish,  History,  Econo- 
mics, Sociology,  International  Law,  Education,  Math- 
ematics, including  Differential  and  Integral  Calculus, 
Astronomy,  Geology,  Physics,  Analytical  Chemistry, 
Organic  Chemistry,  Industrial  Chemistry,  Botany, 
Embryology. 


APPENDIX  C 


223 


(A  sufficient  number  of  electives  may  be  chosen 
each  term  to  make,  with  the  required  subjects,  about 
twenty  hours  a week,  two  hours  of  laboratory  or 
drawing  being  counted  as  one  hour.) 


Normal  Course 

Entrance  requirements  are  the  same  for  the  Nor- 
mal Course  as  for  entrance  to  the  freshman  class  of 
the  School  of  Arts  and  Sciences.  The  first  two  years 
include  the  elements  of  school  management,  of  psy- 
chology and  of  the  history  of  education,  Bible,  rhetori- 
cal and  physical  drill,  four  languages,  ordinarily  Eng- 
lish, Arabic,  Turkish  and  French,  arithmetic,  algebra 
and  geometry,  two  terms  of  history  and  one  each  of 
nature  study,  physiology,  and  elementary  physics.  At 
the  completion  of  these  two  years  the  preliminary 
normal  certificate  is  given. 

The  advanced  normal  certificate  is  given  after  a 
third  year,  which  includes  higher  courses  in  educa- 
tional psychology,  history  of  education  and  special 
method,  Bible,  rhetoricals,  and  physical  drill,  the  regu- 
lar sophomore  courses  in  physics,  trigonometry,  his- 
tory and  botany,  and  one  language,  i.  e.,  Turkish. 

In  these  three  years  the  student  teaches  under  su- 
pervision in  some  school,  and  as  far  as  possible  he 
takes  a class  continuously  for  a term  or  part  of  a 
term,  teaching  six  hours  or  less  per  week. 

The  student  who  has  completed  the  three  years 
and  obtained  the  advanced  normal  certificate  may 
enter  the  junior  class  and  obtain  the  degree  of  B.A. 
in  two  years  more  or  a total  of  five  years.  An  im- 
portant feature  of  this  course  is  the  requirement  of 
Turkish  which  begins  in  the  first  year  and  is  continued 
throughout  the  second  and  third  years.  He  may  also 
elect  Turkish  in  Junior  and  Senior  years.  Special 


224 


APPENDIX  C 


emphasis  is  put  upon  Turkish  in  order  to  prepare 
the  students  to  teach  in  the  schools  of  Turkey. 

The  School  of  Commerce  was  opened  in  response 
to  the  continued  demand  for  special  training  on  the 
part  of  young  men  who  intend  to  enter  business  life. 
The  course  plans  to  educate  men  in  modern  methods 
of  business,  with  special  consideration  for  the  needs 
peculiar  to  Syria,  Egypt  and  Turkey.  Its  aim  is  to  fit 
students  not  only  for  subordinate  posts  but  also  and 
especially  for  more  responsible  positions  that  are  open- 
ing as  a result  of  the  rapid  commercial  expansion  of 
the  Levant. 

The  course  covers  four  years,  the  first  two  so 
planned  as  to  fulfill  the  purpose  of  furnishing  a thor- 
ough course  in  business  training  and  laying  at  the 
same  time  a substantial  foundation  for  more  ad- 
vanced work  of  those  who  wish  to  pursue  the  course. 
In  the  third  and  fourth  years  electives  are  offered, 
a certain  minimum  of  work  being  required  of  all 
students. 

For  admission  to  this  school  practically  the  same 
requirements  are  necessary  that  are  demanded  for 
admission  to  the  School  of  Arts  and  Sciences. 

Without  going  into  detail  as  to  the  four  years’ 
course,  it  is  perhaps  sufficient  to  say  that  language 
has  an  important  place,  with  emphasis  upon  business 
methods,  stenography,  typewriting,  penmanship,  book- 
keeping, commercial  geography,  theory  of  accounts, 
economics,  business  practice,  business  organization, 
materials  of  commerce,  applied  economics,  sociology, 
local  industries,  auditing,  international  and  maritime 
and  commercial  law,  and  the  economic  history  of 
Europe  in  the  nineteenth  century. 

The  School  of  Medicine  offers  a full  four  years’ 
course  which  does  not  differ  materially  from  the 
course  given  in  similar  schools  in  Europe  and  the 


APPENDIX  C 


225 


United  States.  To  be  admitted,  a student  must  be 
eighteen  years  of  age.  Admission  is  by  examination, 
except  that  students  who  have  satisfactorily  completed 
the  Junior  or  Special  Sophomore  year  in  the  School 
of  Arts  and  Sciences  and  graduates  of  special  speci- 
fied colleges,  within  five  years  of  application,  are  ad- 
mitted without  examination.  Students  who  take  the 
medical  course  who  have  previously  completed  the 
Junior  year  in  the  School  of  Arts  and  Sciences  or 
have  had  other  preliminary  education  satisfactory  for 
admission  may  become  candidates  for  the  degree  of 
Doctor  of  Medicine  in  the  University  of  the  State  of 
New  York. 

The  curricula  cf  the  colleges  in  the  interior  of 
Turkey  do  not  put  the  same  emphasis  upon  language 
study  and  have  not  the  same  number  of  departments 
that  belong  to  the  Syrian  Protestant  College.  Most 
of  these  institutions  have  only  a School  of  Arts  and 
Sciences,  with  a preparatory  department.  They  offer 
less  in  the  way  of  electives  and  do  not  put  the  same 
emphasis  upon  the  English  language,  since  their  stu- 
dents are  in  a larger  proportion  from  a single  race. 
Many  of  the  interior  colleges  desire  to  increase  their 
faculty  and  enlarge  the  number  of  courses  offered, 
but  are  prevented  from  doing  so  because  of  financial 
restrictions.  However,  in  the  places  where  they  are 
located,  they  stand  as  the  institutions  of  the  highest 
learning  and  prepare  efficiently  their  graduates  for 
successful  business  and  professional  leadership.  The 
new  era  in  Turkey  will  call  unquestionably  for  a large 
educational  advance,  particularly  in  commercial  and 
practical  industrial  courses. 


ASSIUT  COLLEGE,  EGYPT 


The  leading  missionary  institution  in  North  Africa 
is  Assiut  College,  which  takes  its  name  from  the  city 
in  which  it  is  located.  The  city,  with  a population 
of  about  50,000,  is  situated  in  middle  Egypt,  on  the 
west  bank  of  the  Nile,  about  360  miles  from  the  Medi- 
terranean, on  the  site  of  the  ancient  Lycopolis.  It 
occupies  one  of  the  most  beautiful  plains  in  the  val- 
ley of  the  Nile. 

The  college  began  in  1865  in  the  form  of  a small 
school  conducted  in  a donkey  stable  on  a back  street. 
In  1884  it  entered  its  commodious  buildings  near  the 
station,  and  in  1909  its  site  was  enlarged  by  the  pur- 
chase of  grounds  and  the  erection  of  four  handsome 
buildings  on  the  bank  of  the  canal  near  the  river.  Its 
site  now  consists  of  about  27  acres  of  land : two  acres 
in  a palm  grove  at  the  edge  of  the  city,  and  25  acres 
adjoining  the  canal,  where  the  main  college  buildings, 
recently  constructed,  are  located,  the  latter  being  about 
a mile  distant  from  the  former  site.  On  the  new  site 
are  located  a dormitory,  Administration  Hall,  Science 
Hall,  and  Society  Hall.  The  College  is  controlled  by 
the  mission  of  the  United  Presbyterian  Church  of 
North  America,  and  its  direction  is  delegated  to  an 
administrative  faculty  and  an  advisory  board  ap- 
pointed by  the  local  mission.  Its  property  is  held  by 
the  Mission  Board. 

Admission  to  the  college  is  offered  to  all  students 
upon  equal  terms,  whatever  their  nationality  or  re- 
ligion. Under  the  same  administration  there  is  also 

226 


APPENDIX  C 


227 


a preparatory  department  covering  a period  of  four 
years,  with  four  years  in  the  collegiate  department. 

The  collegiate  department  covers  the  following 
topics : Arabic,  extending  throughout  the  whole 
course,  from  the  beginning  of  the  Preparatory  course 
to  graduation ; English,  with  the  same  wide  range ; 
French,  Religious  Study,  History,  Arithmetic,  Alge- 
bra, Geometry,  Trigonometry,  Astronomy,  Physics, 
Chemistry,  Botany,  Zoology,  Geography,  Psychology, 
Economics,  Logic,  Pedagogy,  Drawing  and  Music. 

Special  emphasis  is  put  upon  Arabic  because  it  is 
the  language  of  the  people,  and  upon  English  because 
it  is  the  language  of  the  governing  country  and  plays 
such  a large  part  in  the  commerce  of  that  section 
of  the  world.  English  is  taught  by  English-speaking 
instructors.  Much  less  emphasis  is  put  upon  French. 
Under  the  head  of  Religious  Instruction  is  included 
study  of  the  text  of  the  Old  and  New  Testaments, 
with  studies  in  the  life  and  teachings  of  Christ,  and 
of  the  Apostle  Paul,  using  the  New  Testament  as  a 
text-book. 

Of  the  258  graduates  of  the  institution  recorded, 
61  have  become  teachers,  53  pastors,  27  have  entered 
government  service,  22  have  been  engaged  as  evange- 
lists and  preachers,  14  were  continuing  in  theological 
studies  and  14  taking  other  graduate  work,  11  have 
become  physicians,  13  are  in  mercantile  business, 
21  have  died. 

The  total  enrolment  (1910)  is  about  900.  Of  the 
total  number  of  pupils,  over  800  are  Egyptians,  while 
the  remainder  are  from  Syria,  the  Soudan  and  other 
places. 

The  purpose  of  the  college  as  set  forth  in  its  pros- 
pectus is  to  provide  leaders  for  Egypt.  L is  the 
source  of  supply  for  almost  the  entire  staff  of  in- 
structors for  Protestant  schools  in  Egypt.  Govern- 


22S 


APPENDIX  C 


ment  offices,  post  offices,  the  railway,  telegraph  and 
irrigation  departments,  banks  and  business  corpora- 
tions make  numerous  calls  upon  the  college  for  of- 
ficials of  integrity.  The  purpose  of  the  college  is  not 
simply  to  train  up  professional  men  but  to  produce 
honest,  industrious  and  efficient  citizens  as  artisans, 
agriculturists  and  business  men.  Emphasis,  however, 
is  laid  upon  preparing  men  to  become  preachers  of 
the  Gospel  for  Egypt  and  the  Soudan. 


UNION  THEOLOGICAL  COLLEGE,  IMPOLWENI, 
NATAL,  SOUTH  AFRICA 


This  College  was  created  by  the  union  of  the  United 
Free  Church  of  Scotland  and  the  Mission  of  the 
American  Board  of  Commissioners  for  Foreign  Mis- 
sions in  the  training  of  Zulu  young  men  for  the  Chris- 
tian ministry.  The  General  Assembly  of  the  Pres- 
byterian Church  of  South  Africa  and  the  Congrega- 
tional Union  of  South  Africa  have  officially  recom- 
mended the  College  to  native  candidates  for  the 
ministry  in  their  respective  churches.  Other  denomi- 
nations and  missions  are  free  to  join. 

The  College  consists  of  two  departments.  In  the 
higher,  or  Theological  Department,  the  instruction  is 
in  English ; in  the  lower,  or  Bible  School,  it  is  in  Zulu. 
The  lower  department  fits  students  for  general  Chris- 
tian workers  and  pastors’  assistants  without  expecta- 
tion of  ordination.  The  higher  department  is  calcu- 
lated to  fit  students  for  positions  as  pastors.  In  both 
departments  the  course  of  study  covers  three  years, 
and  in  both  the  Bible  holds  a prominent  place.  The 
teachers  share  in  Biblical  instruction  in  both  depart- 
ments. 

Without  going  into  detail,  it  can  be  stated  that 
Biblical  study  is  more  comprehensive  than  that  pur- 
sued in  a general  Theological  School  in  America  or 
Europe,  two  hours  each  day  being  devoted  to  this  sub- 
ject. Church  History  is  pursued  throughout  the  three 
years,  in  both  departments,  beginning  with  the  Apos- 
tolic Age,  the  development  of  the  Church,  following 
the  Church  down  through  the  Middle  Ages,  the  Refor- 

229 


230 


APPENDIX  C 


mation,  the  rise  of  the  denominations,  and  the  growth 
of  Christian  Missions  in  the  19th  century.  The  higher 
department  has  also  a general  historical  course  which 
serves  as  a background  for  the  Church  History. 
Christian  Doctrine  is  taught  largely  through  lectures, 
and  continues  once  a week  through  the  three  years 
in  the  higher  department,  in  which  all  the  principles 
of  the  Christian  faith  are  dealt  with.  Since  the 
preaching  of  all  the  students  must  be  in  the  vernacu- 
lar, the  practice  work  in  homiletics  is  given  in  that 
language,  both  classes  working  together.  This  in- 
cludes sermon  plans  and  delivery,  reading  the  Scrip- 
tures and  hymns,  etc.  In  Church  Polity  and  Admin- 
istration, the  various  forms  of  polity  are  studied  and 
compared,  special  attention  being  given  to  those  forms 
that  are  represented  in  the  student  body.  There  is 
also  careful  study  of  the  administration  of  sacra- 
ments, and  the  various  forms  of  pastoral  work,  in- 
cluding organization  and  conduct  of  the  Sunday 
School,  young  people’s  societies,  lay  preaching,  and 
aggressive  work  among  the  non-Christian  elements. 

In  addition  to  the  major  course,  as  above  outlined, 
the  higher  department  takes  courses  in  English  litera- 
ture, elementary  psychology,  and  to  all  are  given  lec- 
tures on  hygiene. 


MADRAS  CHRISTIAN  COLLEGE 


The  Madras  Christian  College  is  one  of  the  best  ex- 
amples in  India  of  what  can  be  accomplished  by  a 
united  effort  on  the  part  of  various  missionary  bodies. 
The  college,  and  the  school  from  which  it  grew,  has 
been  in  existence  over  75  years.  For  more  than  half 
of  that  period  it  was  controlled  and  supported  entirely 
by  the  Free,  afterward  the  United  Free,  Church  of 
Scotland.  At  the  beginning  of  1887  the  Church  Mis- 
sionary Society  and  the  Wesleyan  Missionary  Society 
joined  in  its  support  and  government.  Only  recently 
the  Church  of  Scotland  has  also  entered  the  combina- 
tion and  it  is  expected  that  other  missionary  societies 
will  share  in  the  management  of  the  institution  in 
the  future.  During  all  this  period  no  complications 
have  arisen  and  no  friction  has  occurred  in  the  con- 
trolling bodies.  The  harmony  has  been  remarkable, 
and  experience  has  shown  that  organic  union  in  the 
management  of  such  institutions  is  not  only  possible, 
but  is  conducive  to  their  best  interests.  The  college 
holds  a commanding  position  among  the  educational 
institutions  in  Southern  India. 

It  is  governed  by  a council  in  Madras  in  which  the 
contributing  societies  are  officially  represented  and  by 
a governing  board  at  home.  The  various  societies 
concerned  in  the  college  appoint  representatives  to  the 
governing  board  in  proportion  to  the  support  given. 

There  are  about  950  young  men  in  the  schools,  of 
whom  about  800  are  in  the  college  proper.  In  1877 
only  Rs.  18,000  were  collected  from  the  pupils  as  fees. 

231 


232 


APPENDIX  C 


In  1911  about  Rs.  80,000  were  collected.  The  cost  of 
the  institution  is  about  £10,000  a year,  of  which  £6,000 
comes  from  the  pupils,  £2,000  from  the  government, 
and  £2,000  from  the  contributing  societies.  This 
amount  must  be  increased  however  in  the  immediate 
future  owing  to  the  new  requirements  made  by  the 
educational  department  and  the  university  authorities. 
The  curriculum  is  broad,  modern,  thorough  and  de- 
serving in  every  way.  It  covers  much  the  same  sub- 
jects as  are  taught  in  similar  leading  colleges  in  the 
West,  with  modifications  suited  to  the  requirements 
of  India. 

Of  the  800  odd  students  present  in  1911  only  about 
100  belonged  to  the  city  of  Madras.  More  than  this 
came  from  the  district  of  Tanjore  and  about  the  same 
number  from  Travancore  and  Cochin-China.  All 
other  districts  of  the  Madras  Presidency  were  repre- 
sented by  considerable  numbers.  This  shows  some- 
thing of  the  wide  range  of  influence  of  the  college  over 
all  south  India. 

This  college  stands  among  the  first  of  the  Christian 
colleges  of  India,  and  its  leadership  has  been  promi- 
nent throughout  the  southern  part  of  India.  Its  first 
Principal,  Dr.  Miller,  held  a conspicuous  position 
among  the  educators  of  the  entire  country  and  was 
frequently  consulted  by  the  Viceroys  and  the  chief 
British  and  Indian  officials  with  reference  to  educa- 
tional matters,  and  had  much  to  do,  during  his  career 
at  the  head  of  this  great  leading  institution,  in  estab- 
lishing the  educational  system  of  India. 


ISABELLA  THOBURN  COLLEGE 


The  best  illustration  of  higher  education  for  women 
in  India  is  furnished  by  the  Isabella  Thoburn  Col- 
lege, situated  at  Lucknow,  and  founded  in  1870.  It 
started  as  a bazaar  school  with  a half  dozen  Christian 
girls  and  has  grown  by  successive  stages  to  a well 
equipped  institution,  reaching  from  the  kindergarten 
to  the  completion  of  the  course  for  Bachelor  of  Arts, 
a series  of  courses  covering  sixteen  years.  In  addi- 
tion to  the  B.A.  course  there  is  a normal  course  of 
two  years.  Matriculates  choose  either  the  college 
or  the  normal  course,  each  having  its  separate  staff 
of  teachers. 

The  school  began  in  connection  with  the  Methodist 
Episcopal  Mission  and  has  had  excellent  management 
and  marked  development.  The  girls  are  prac- 
tically all  Christian,  although  occasionally  non-Chris- 
tian students  are  found  taking  advantage  of  the  splen- 
did education  which  can  be  obtained  nowhere  else  in 
central  or  northern  India. 

The  College  occupies  a large  park  in  the  city  of 
Lucknow  which  is  being  rapidly  filled  with  commo- 
dious buildings  for  the  purposes  of  the  school.  A new 
High  School  building  for  the  preparatory  depart- 
ment is  just  being  completed  and  a memorial  hostel 
accommodating  132  boarders  has  just  been  occupied. 

The  teaching  staff  consists  of  some  six  or  eight 
Americans,  with  from  fifteen  to  twenty  Indian  teach- 
ers, who  have  all  received  an  education  in  India,  to 
which  have  been  added  for  a few  some  special  advan- 
tages in  educational  institutions  abroad. 

233 


234 


APPENDIX  C 


The  36  college  and  normal  students  come  from 
eleven  different  provinces  of  India.  The  majority  of 
them  are  from  the  United  Provinces  and  the  Punjab, 
but  Bombay,  Bengal  and  Madras  Presidencies,  as  well 
as  Burma,  Sindh  and  Kashmir,  have  their  represen- 
tatives in  the  school.  There  are  over  200  pupils  in 
the  High  School. 

The  College  is  affiliated  with  the  University  of  Al- 
lahabad. The  courses  of  study  can  be  inferred  from 
the  examinations  required  of  all  graduates.  The  fol- 
lowing is  the  intermediate  examination  prescribed, 
coming  at  the  end  of  the  sophomore  year. 

English — including  prose  and  poetry;  also  a paper 
including  translation  from  some  vernacular  into  Eng- 
lish and  a narrative  or  descriptive  composition.  To 
pass  this  examination  the  student  is  required  to  have 
read  English  poetry,  Blackie’s  “Self-Culture,”  Macau- 
lay’s “History  of  England,”  Wilson’s  Essays,  etc. 

Classical  Languages.  Three  papers  are  required. 
Sanskrit  may  be  one  of  these,  or  Arabic,  or  Persian 
with  Arabic,  or  Latin. 

Modern  Languages.  Three  papers  are  demanded, 
all  based  upon  French. 

History.  Modern  History  and  Allied  Geography. 
Ancient  History  and  Allied  Geography. 

Deductive  Logic. 

Physiology. 

Mathematics,  calling  for  two  papers,  one  in  Algebra 
and  Trigonometry,  and  a second  in  the  Geometry 
of  Conics  and  Solids,  and  the  elements  of  Coordinate 
Geometry. 

Physics,  in  various  departments. 

Chemistry,  accompanied  by  practical  work  in  the 
laboratory  as  a part  of  the  examination. 

General  Biology,  including  zoology  and  botany,  with 
a record  of  practical  laboratory  work. 


APPENDIX  C 


235 


For  the  examination  for  the  B.A.  degree  prac- 
tically the  same  subjects  are  covered,  but  repre- 
sent in  each  case  two  years’  advance  on  what 
was  outlined  above  for  the  intermediate  examination. 
The  English  examination  demands  two  plays  of 
Shakespeare,  Byron’s  “Childe  Harold,”  Canto  IV, 
Milton’s  “Lycidas,”  “L’Allegro”  and  “II  Pensoroso,” 
Wordsworth’s  Shorter  Poems,  etc. 

Classical  Languages.  This  department  shows 
marked  advance  over  the  other  courses.  The  Latin 
requires  Virgil,  Cicero,  Tacitus,  Horace,  Livy  and 
Juvenal. 

Mathematics.  Includes  Analytical  Geometry,  Dif- 
ferential and  Integral  Calculus,  Dynamics  and  Hydro- 
statics. 

Philosophy.  Covers  Utilitarianism,  Ethics,  Psy- 
chology, Theism,  and  Outlines  of  the  History  of 
Ethics. 

History.  Covers  the  History  of  India,  from  the 
beginning  to  the  present  time,  and  also  Mediaeval  and 
Modern  European  History,  from  476  A.  D.  to  the 
present  time. 

In  addition  to  the  outline  as  above  given,  the  Bible 
is  taught  as  one  of  the  regular  text-books  of  the  Col- 
lege, the  first  period  of  the  day  being  given  to  it. 
Once  a week  the  Bible  hour  is  devoted  to  the  study 
of  missions.  All  students  are  required  to  take  daily 
exercise  under  the  supervision  of  a physical  trainer. 
Daily  classes  in  singing  are  also  conducted,  and  in- 
dividual lessons  in  singing,  piano  and  violin  are  given. 

The  College  has  recently  published  a list  of  over 
290  of  its  former  students,  showing  their  record  since 
leaving  the  school  and  their  present  employment.  This 
shows  that  a very  large  proportion  are  rendering  some 
special  service  to  their  people.  A few  have  taken 
medical  courses  and  are  now  serving  as  physicians. 


236 


APPENDIX  C 


The  great  majority  of  those  who  have  completed  their 
graduate  studies  are  acting  as  teachers  or  principals 
of  girls’  schools  in  India.  One  has  become  a dentist, 
and  one  is  a governess  in  an  Indian  family.  The 
record  is  a most  commendable  one  and  makes  clear 
the  fact  that  the  school  is  training  young  women  for 
direct  service  for  the  people  of  India.  Incidentally  it 
shows  that  fifty-seven  of  the  alumnae  have  married. 


RANGOON  BAPTIST  COLLEGE 


The  Rangoon  Baptist  College,  the  only  Christian 
college  in  Burma,  is  situated  in  the  city  of  Rangoon, 
the  capital  of  Burma,  on  a site  of  about  27  acres,  lo- 
cated in  a residence  suburb  in  the  Western  part  of  the 
city.  This  college  was  founded  in  1872,  and  in  1894 
became  affiliated  with  the  University  as  a college  of 
intermediate  grade.  In  1909  it  was  raised  to  a full 
grade  college  giving  the  degree  of  Bachelor  of  Arts. 

There  are  three  distinct  'departments : the  college, 
the  normal  school,  and  the  preparatory  department. 
The  College  proper  has  four  departments : the  philo- 
sophical, the  literary,  the  vernacular  and  the  his- 
torical. 

The  buildings  are  commodious  and  well  equipped, 
the  style  of  architecture  being  that  of  the  English 
Renaissance,  modified  to  suit  the  climatic  conditions  of 
the  tropics,  with  fire-proof  construction.  Besides  the 
large  public  hall,  library,  lecture  rooms,  etc.,  six  build- 
ings are  occupied  as  dormitories,  seven  as  residences 
for  professors,  and  ten  for  native  pastors.  The  li- 
brary contains  about  2,000  modern  volumes,  classified 
according  to  modern  system. 

The  Normal  Department,  which  was  organized  in 
1893,  prepares  Christian  teachers  for  both  mission  and 
government  schools.  This  receives  liberal  subsidies 
from  the  government.  Two  courses  are  given,  the 
Anglo-Vernacular,  and  the  Vernacular,  and  the  in- 
struction is  both  theoretical  and  practical.  There  is  a 
Sloyd  Department  in  connection  with  the  Normal 
School. 


237 


238 


APPENDIX  C 


In  the  Philosophical  Course  the  Calcutta  University 
Syllabus  is  as  follows : The  section  in  Logic  extends 
through  two  years,  including  both  Inductive  and  De- 
ductive Logic.  Lectures  and  tutorial  work  in  Psy- 
chology continue  through  two  years.  Ethics  and  Gen- 
eral Philosophy  are  taught  through  courses  of  lec- 
tures, with  reference  to  various  authors. 

The  Literary  Course  comprises  two  courses  of  two 
years  each,  the  former  leading  to  the  Intermediate 
Examination  in  Arts,  and  the  latter  to  the  Bachelor  of 
Arts  degree.  The  object  of  the  first  course  is  to  give 
students  a thorough  and  ready  command  of  idiomatic 
English,  in  which  rhetoric  is  given  an  important  place. 
The  course  trains  the  student  to  make  intelligent  and 
independent  use  of  English  books.  It  includes  an  ex- 
tended study  of  authors  like  Wordsworth,  Milton, 
Tennyson,  Scott,  Coleridge,  Froude,  English  Trans- 
lations of  the  Odyssey,  Shakespeare,  Burke,  Dickens, 
Cowper  and  Carlyle. 

The  Vernacular  Course  embraces  a careful  study 
of  the  Pali,  the  language  in  which  the  Buddhist  Scrip- 
tures are  written.  This  language  holds  the  place  among 
Buddhists  that  Latin  held  in  Mediaeval  Europe.  It 
is  one  of  the  Aryan  languages  of  ancient  India,  cog- 
nate with  Sanskrit  and  Greek,  and  for  purposes 
of  mental  discipline  it  ranks  with  Greek  and  Latin, 
while  at  the  same  time  it  is  the  classical  language  of 
Burma.  The  Pali  Course  in  the  college  is  limited  to 
two  years.  The  student  is  expected  to  master  the 
grammatical  principles  of  the  language,  and  to  attain 
facility  in  reading  and  translation,  from  Pali  into 
English,  and  from  English  into  Pali.  The  course  also 
includes  some  of  the  poetic  books,  with  lectures  on  the 
Pali  literature  and  early  Buddhism. 

The  Historical  Course  demands  for  preparation  a 
knowledge  in  outline  of  Indian  history  and  govern- 


APPENDIX  C 


239 


ment.  This  is  followed  in  the  college  by  extended 
study  of  the  history  of  England  and  the  development 
of  the  English  people  in  constitutional  government, 
with  the  growth  of  the  empire.  This  is  followed  by 
the  history  of  Greece  and  Rome,  with  the  develop- 
ment of  their  civilizations  and  national  life,  and 
tracing  their  influence  on  succeeding  nations.  In  this 
same  department  there  is  instruction  in  the  art,  litera- 
ture and  philosophy  of  the  classical  period. 

It  may  be  of  interest  to  state  that  all  students  have 
Biblical  study,  those  in  the  course  for  B.A.  taking  a 
course  in  theology,  which  is  presented  in  the  form  of 
lectures,  followed  by  discussion  on  the  central  doc- 
trines of  the  Christian  Church. 

The  Preparatory  Class  need  not  be  treatea  in  detail 
here.  Suffice  it  to  say  that  it  prepares  students  for 
the  full  college  course  as  outlined  above. 

The  College  Catalogue  for  1911-12  reports  45  stu- 
dents in  the  Arts  Course,  67  in  the  Normal,  with  180 
in  the  Preparatory  or  Matriculation  Department,  and 
984  in  the  Middle  and  Primary  Departments,  making 
a total  of  1,176  in  attendance.  The  college  has  7 
American  professors,  and  35  native  instructors. 


THE  UNIVERSITY  OF  NANKING 


As  an  illustration,  not  only  of  the  influence  and 
scope  of  a Christian  college  in  China,  but  also  as  an 
indication  of  what  has  been  accomplished  by  the 
union  of  various  Missionary  Societies  in  the  building 
up  of  a Christian  university,  we  will  take  the  Univer- 
sity of  Nanking,  located  at  the  ancient  capital  of 
China,  in  the  center  of  the  lower  Yang-tse  valley. 
This  is  one  of  four  or  five  similar  union  or  federation 
institutions  now  in  actual  operation  in  China.  Others 
are  located  at  Chengtu,  Wuhu,  Wei-hsien  and  Hang- 
chow, with  strong  beginnings  in  several  other  centers. 

The  Nanking  University  was  produced  by  the  union 
of  the  higher  educational  work  of  the  Missionary  So- 
cieties of  the  Methodist  Episcopal  Church  North,  the 
Northern  Presbyterians,  and  the  Disciples  of  Christ. 
These  three  Societies  were  carrying  on  strong  educa- 
tional work  in  that  city,  but  quite  independently.  The 
Presbyterians  and  the  Disciples  were  the  first  to  unite 
in  1906,  under  the  name  of  “The  Union  Christian 
College,”  making  use  of  the  plant  of  the  Disciples’ 
Mission  for  the  more  advanced  work  and  of  that  of  the 
Presbyterian  Mission  for  the  elementary  school.  The 
actual  union  work  of  the  University,  including  the 
Methodist  Mission,  was  begun  in  1910. 

The  controlling  body  of  the  University  is  vested 
in  a Board  of  Trustees  in  America,  composed  of  nine 
men  appointed,  three  each,  by  the  Cooperating  Mis- 
sion Boards.  Their  duty  is  to  hold  all  properties,  in- 
vest and  direct  the  expenditure  of  funds,  ratify 
elections  to  the  Board  of  Managers,  appoint  the  presi- 
dent of  the  University,  and  in  general  to  safeguard 

240 


APPENDIX  C 


241 


and  promote  all  the  interests  of  the  University.  Pro- 
vision is  made  in  the  constitution  for  increasing  the 
number  of  trustees  in  case  other  missions  enter  the 
union.  The  Southern  Baptists,  Northern  Baptists, 
Southern  Methodists  and  Southern  Presbyterians  have 
united  through  the  Medical  Department  with  one  rep- 
resentative each. 

The  management  upon  the  field  is  vested  in  a Board 
of  Managers  composed  of  twelve  men,  elected  by  the 
three  missions  on  the  field,  four  to  represent  each 
mission,  although  the  Managers  are  not  required  to 
be  members  of  the  mission  they  represent.  Other 
missions  may  appoint  members  on  the  Board  of  Man- 
agers and  enter  into  the  union  by  providing  for  each 
manager,  one  instructor,  $10,000  gold,  in  money  or 
available  property,  and  $600  gold,  per  year,  for  cur- 
rent expenses.  This  makes  provision,  as  will  be 
noted,  for  the  enlargement  of  the  union  so  as  to  em- 
brace all  denominations,  and  the  four  societies  men- 
tioned above  will  have  their  representatives  on  the 
Board  of  Managers. 

The  Board  of  Managers  is  accountable  to  the 
Board  of  Trustees  for  the  safekeeping  and  disposition 
of  all  funds  received  by  it  from  whatever  source. 
It  may  establish  departments,  approve  courses  of 
study,  and  perform  all  the  usual  duties  necessary  for 
the  general  administration  of  the  University.  The 
Board  of  Managers  annually  appoints  an  Executive 
Committee  from  among  its  members  to  assist  and  ad- 
vise with  the  President,  and  to  carry  out  such  work 
as  the  Board  may  direct,  and  in  emergencies  to  take 
such  immediate  action  as  may  be  necessary. 

The  institution  now  owns  75  acres  of  high  ground, 
beautifully  situated  in  the  heart  of  Nanking.  It  has 
three  commodious  dormitories,  three  lecture  halls,  one 
science  hall,  one  Y.  M.  C.  A.  building,  one  chapel, 


242 


APPENDIX  C 


nine  residences  for  foreign  professors,  a normal  school 
building  and  a hospital.  The  total  cost  of  all  of  the 
property  now  held  by  the  University  in  China  is 
something  over  $170,000.  It  must  be  borne  in  mind 
also  that  the  difference  in  the  value  of  money  in  the 
two  countries  thus  measured  in  terms  of  buildings,  ca- 
pacity and  site,  means  several  times  more  than  the 
same  amount  interpreted  in  terms  of  American  prices. 

Three  centers  for  work  are  maintained.  The 
Lower  Middle  School  is  carried  on  on  property  loaned 
by  the  Presbyterian  Mission  until  such  time  as  the 
University  secures  a suitable  building  near  the  North 
City  plant  for  a practice  school  in  connection  with  the 
Normal  Department.  The  Middle  School  is  in  an- 
other section  of  the  city,  and  the  College  and  High 
School  are  in  still  another. 

In  the  conduct  of  the  University  the  Foreign  Mis- 
sion Boards  provide  the  salaries  of  twelve  profes- 
sors, together  with  an  annual  grant  of  $9,000  gold  in 
Preparatory  and  College  work;  five  professors  and 
$2,100  in  the  Medical  Department.  This  money  is 
spent  under  the  direction  of  the  President  and  local 
Board  of  Managers  at  Nanking. 

The  departments  covered  at  the  beginning  of  1913 
by  the  University  curriculum  are  as  follows : 

Preparatory  Department,  with  431  students. 

College  Department,  70  students,  with  a faculty  of 
11  Americans  and  17  Chinese. 

Normal  Training  School,  30  students,  I American 
and  3 Chinese  teachers. 

Medical  School,  30  students,  5 American  teachers, 
and  3 more  soon  to  be  added. 

Agricultural  School,  150  colonists,  with  700  acres 
of  land.  One  American  and  2 Chinese  in  charge. 

Theological  School,  affiliated,  30  students,  5 Ameri- 
cans and  5 Chinese  on  the  staff.  The  affiliated  Bible 


APPENDIX  C 


243 


Training  Schools  for  both  men  and  women  have 
60  students,  with  the  same  teachers  as  in  the  Theo- 
logical School. 

Language  School,  for  the  preparation  of  mission- 
aries in  the  vernacular,  47  students,  representing  27 
missions,  with  3 Americans,  and  one  Chinese  to  each 
student,  on  the  staff. 

These  represent  the  departments  and  lines  of 
work  of  the  University  up  to  the  beginning  of  1913, 
with  a probability  of  a considerable,  rapid  increase 
in  the  near  future. 

It  should  be  stated  that  the  authority  of  the  Univer- 
sity to  give  degrees  is  vested  in  the  Board  of  Trustees 
representing  the  corporation  in  the  United  States, 
which  is  incorporated  under  the  laws  of  the  State 
of  New  York,  and  its  power  to  confer  degrees  is  in 
accordance  with  the  authorization  or  approval  by  the 
Regents  of  the  University  of  the  State  of  New  York. 

As  an  illustration  of  the  courses  of  study  given  in 
the  institutions  of  higher  learning  in  China,  we  quote 
the  following  as  the  course  in  the  collegiate  depart- 
ment of  this  University,  with  the  hours  per  week  re- 
quired from  each  student: 

Freshman  Year 

First  Semester 

Hours 
per  week 


1.  Chinese  Language  and  Literature 8 

2.  Mathematics:  College  Algebra,  Wentworth  4 

3.  Modern  History,  Robinson 3 

4.  Chemistry,  McPherson  and  Henderson 5 

5.  Rhetoric  and  Essay  Writing,  Hill  or  Merk- 

ley  •; 3 

6.  The  History  of  Israel 2 


25 


244 


APPENDIX  C 


Second  Semester  „ 

Hours 

per  week 


1.  Chinese  Language  and  Literature 8 

2.  Trigonometry,  Granville  4 

3.  Modern  History,  Robinson 3 

4.  Chemistry,  McPherson  and  Henderson 5 

5.  Rhetoric  and  Essay  Writing,  Hill  or  Merk- 

ley  ; 3 

6.  The  Origin  and  Early  History  of  Chris- 

tianity   2 


25 


Sophomore  Year 


1. 

2. 

3- 

4- 

5- 
6. 


1. 

2. 

3- 

4- 

5- 

6. 


First  Semester 


Chinese  Language  and  Literature 8 

The  Teachings  of  Jesus  and  His  Apostles. . 3 

General  Geology,  Norton 3 

History  of  English  Literature,  Long 3 

Economics,  Ely  3 

Logic,  Jones  3 


Second  Semester 


23 


Chinese  Language  and  Literature 8 

Comparative  Religions  3 

General  Geology,  Norton 3 

History  of  English  Literature,  Long 3 

Economics,  Ely  3 

One  Elective 3 


23 


APPENDIX  C 


245 


Junior  Year 


First  Semester  Hours 

per  week 

1.  Chinese  Language  and  Literature. 5 

2.  Psychology,  Angell  5 

3.  Elective  3 

4.  English  Literature  (Bible  as  Literature) ...  3 

5.  Elective  (German  is  being  taught) 4 

6.  One  Elective 4 


24 

Second  Semester 

1.  Chinese  Language  and  Literature 5 

2.  Psychology,  Seashore  5 

3.  Elective  (German  is  being  taught) 4 

4.  English  Literature  (Bible  as  Literature)..  3 

5.  Ethics,  Dewey  and  Tuft 3 

6.  One  Elective 4 


24 

Senior  Year 

First  Semester 

1.  Chinese  Language  and  Literature 7 

2.  Philosophy  of  the  Christian  Religion,  Men- 

zies  3 

3.  English  Literature,  Shakespeare 2 

4.  Elective  (German  is  being  taught) 5 

5.  One  Elective 5 


22 


246 


APPENDIX  C 


Second  Semester  Hours 

per  week 

1.  Chinese  Language  and  Literature 7 

2.  Philosophy  of  the  Christian  Religion,  Rog- 

ers   3 

3.  English  Literature,  Shakespeare  or  other 

Classics  2 

4.  Elective  (German  is  being  taught) 5 

5.  One  Elective 5 


Bible  Training  School 


22 


In  the  Bible  Training  School,  besides  the  regular 
theological  department,  there  is  also  a Lay  Training 
Course,  less  scientific  and  intended  for  the  prepara- 
tion of  Chinese  for  less  important  positions  in  the 
Christian  Church.  The  Advanced  Course  presup- 
poses a college  or  thorough  high  school  education ; the 
Intermediate  or  Lay  Course  presupposes  at  least  a 
four  years’  course  in  a preparatory  Bible  School,  or 
graduation  from  a Middle  School. 

The  Advanced  Course  is  as  follows: 


Junior  Year 


Spring  Term  Hours 

per  week 

Introduction  to  the  Gospels:  Matthew;  Life  of 
Christ  in  the  light  of  Modern  Scholarship.  . . 3 

Old  Testament  Introduction 4 

Church  History  (in  outline)  early  centuries 

(Sheffield)  4 

Biblical  Theology : Revelation  and  Inspiration ; 
Book  of  Deuteronomy 3 


APPENDIX  C 247 

Hours 
per  week 

Homiletics:  Prayers  and  Prophetic  Messages 

of  the  O.  T. ; the  Art  of  Discourse 2 

Comparative  Religion 1 

Greek  3 

Practical  Christian  Sociology : Visitation, 

Preaching,  Teaching 2 

Essays 1 

Music  2 

Fall  Term 

Gospel  of  Luke ; Book  of  Acts ; Apostolic  Age, 

Political  and  Social  Life,  etc 3 

The  Pentateuch 4 

Church  History  (in  outline)  Sheffield 3 

Theology : The  Existence,  Nature,  and  Works 

of  God  3 

Homiletics : The  Art  of  Preaching,  Davis,  The 

Art  of  Illustration 2 

Propaedeutics : Content  and  Method  of  Reli- 
gious Education 1 

Comparative  Religion  1 

Greek  3 

Practical  Christian  Sociology 2 

Essays I 

Music  2 

Middle  Year 

Spring  Term 

Introduction  to  St.  Paul’s  Epistles : Careful 

study  of  Ephesians,  Colossians,  etc 3 

Old  Testament  Institutions. . ., 4 

Church  History:  after  the  Reformation 3 


248 


APPENDIX  C 


Hours 
per  week 


Biblical  Theology : The  Doctrine  of  Man ; the 

Person  and  Work  of  Christ 3 

Homiletics:  Discourses  in  the  N.  T. ; Textual 

and  Topical  Discourse 2 

Principles  of  Biblical  Interpretation 2 

Greek  3 

Practical  Christian  Sociology : Visitation, 

Preaching,  Bible  Teaching 2 

Essays 1 

Music  ■ 2 


Fall  Term 

Epistle  to  the  Hebrews;  General  Epistles  (se- 
lected)   

Amos  and  Isaiah 

Church  History 

Theology : the  Doctrine  of  Salvation ; Epistle  to 

the  Romans  

Homiletics : Discourses  of  the  N.  T. ; Theory 

and  Practice  of  Discourse 

History  of  Interpretation 

Biblical  Pedagogy : Theory  and  Practice  of 

Bible  Teaching  

Greek  

Practical  Christian  Sociology 

Church  Government  (according  to  affiliation)  . . 

Essays 

Music  

Senior  Year 

Spring  Term 

Johannine  writings:  The  Gospel 

Jeremiah ; Zechariah 

Church  History;  Modern  Missions 


W W A KjMMtOOJM  M (0  OJ  OJ  4^  OJ 


APPENDIX  C 


249 


Hours 
per  week 


Biblical  Theology ; The  Holy  Spirit ; The 

Church;  Christian  Ethics 3 

Homiletics : The  Discourses  of  Our  Lord ; The 

Preacher’s  Equipment  2 

Apologetics  2 

Greek  2 

Practical  Christian  Sociology;  Visitation, 

Preaching,  Bible  Teaching 2 

Church  Discipline  (according  to  affiliation)  . . 2 

Essays 1 

Music  2 

Fall  Term 

Johannine  Writings:  Revelation  and  Epistles. . 4 
Wisdom  Books  and  Devotional  Literature  of 

O.  T 3 

History  of  Modern  Missions 3 

Theology:  Review  of  Christian  Doctrine 3 

Homiletics:  Pastoral  Theology;  Study  of  Se- 
lected Sermons  2 

Apologetics  2 

Christianity  and  Modern  Psychology 2 

Greek  2 

Comparative  Church  Polity 1 

Practical  Church  Sociology 2 

Essays  1 

Music  2 


The  tuition  in  the  Lower  Middle  School  is  $10  Mex. 
per  semester,  and  in  the  Middle  and  High  Schools  $30 
Mex.  per  semester.  College  students  are,  at  present, 
not  required  to  pay  any  tuition  fee,  but  $10  matricu- 
lation fee  is  required.  In  all  departments  students 
are  required  to  pay  a fee  for  board  of  $22.50  Mex. 
per  semester.  Mohammedan  students  and  others  re- 


250 


APPENDIX  C 


quiring  special  food  must  pay  $5  in  addition.  The 
total  expense  for  a student  per  year  is  from  $124  Mex. 
to  $136  in  the  Middle  and  High  School,  and  about 
$84  in  the  Primary. 

It  is  evident  from  simply  a casual  perusal  of  the 
reports  and  catalogues  issued  by  the  University  of 
Nanking  that  the  work  which  this  institution  is  doing, 
under  the  joint  support  and  backing  of  these  mis- 
sionary societies,  is  far  superior  in  strength  and  qual- 
ity of  work  to  that  which  any  one  of  the  societies 
could  expect  to  do  working  independently,  while  at 
the  same  time  the  appearance  of  rivalry  presented  to 
the  Chinese  is  entirely  removed,  and  a united,  single 
Christian  impression  is  made  upon  all. 


CANTON  CHRISTIAN  COLLEGE 


Canton  College  was  incorporated  under  the  Regents 
of  the  State  of  New  York,  in  1893.  In  1894  the  Trus- 
tees took  over  by  purchase  from  the  Board  of  For- 
eign Missions  of  the  Presbyterian  Church  its  Fati 
school,  in  the  suburbs  of  Canton.  The  college  proj- 
ect passed  through  a period  of  four  years  without 
change  in  the  character  of  the  school,  until  1898,  when 
the  Trustees  relinquished  the  property  and  resold  it 
to  the  Board  of  Foreign  Missions.  With  its  new  or- 
ganization the  college  opened  in  1899  with  six  stu- 
dents. In  1900,  on  account  of  the  disturbed  political 
conditions,  the  school  moved  to  Macao,  a Portuguese 
settlement  near  Flong  Kong. 

In  1905  the  college  began  upon  its  present  site,  a 
few  miles  down  the  river  from  the  city  of  Canton, 
on  a large  campus,  ample  for  extended  growth  and 
development.  The  college  fronts  on  the  Pearl  River 
and  has  an  area  of  some  60  acres.  It  is  the  only 
institution  of  its  kind  for  the  two  Kwong  provinces, 
which  have  a population  of  over  50,000,000.  Its  build- 
ings are  commodious  but  still  inadequate  to  meet  the 
requirements  of  increasing  numbers.  The  students  in 
attendance,  in  1912-13,  exceeded  400,  of  whom  16 
were  in  the  college  proper,  128  in  the  Fligh  or  Middle 
School,  and  the  remainder  in  the  preparatory  depart- 
ments. 

The  college  offers  twelve  distinct' courses,  the  first 
six  covering  each  a period  of  three  years,  and  the 
remaining  six  a period  of  two  years : General  Arts 
Course,  Political  Science  Course,  General  Science 

251 


252 


APPENDIX  C 


Course,  Physics  and  Chemistry  Course,  Commercial 
Science  Course,  Agricultural  Course,  Normal  Chem- 
istry and  Mathematics,  Normal  English  and  History, 
Normal  Modern  Languages,  Normal  Chemistry  and 
Biology,  Preparatory  for  American  Colleges,  Special 
Preparatory  for  Medicine. 

The  language  of  the  school  is  English.  The  courses 
as  above  outlined  give  no  place  whatever  to  Chinese, 
except  in  the  General  Science  Course.  The  emphasis 
throughout  is  upon  English,  French  and  German. 
Many  of  the  students  have  come  to  the  United  States 
and  are  now  taking  extended  graduate  work  in  Ameri- 
can colleges.  In  the  Canton  Christian  College  Bulle- 
tin, containing  the  President’s  report  for  1911-12,  pic- 
tures of  27  such  students  are  presented. 


APPENDIX  D 


Tokyo,  Dec.  6,  1912. 

FROM  THE  CHRISTIAN  UNIVERSITY  COM- 
MITTEE OF  JAPAN  TO  THE  FOREIGN 
MISSIONS  CONFERENCE  OF  NORTH 
AMERICA 

“The  Christian  University  Committee  of  Japan 
greets  you  in  the  name  of  our  common  Lord,  and  first 
of  all  begs  leave  to  offer  to  you  its  expression  of 
deep  gratitude  for  the  favorable  action  taken  by  your 
body  in  January,  1912,  in  reference  to  the  establish- 
ment of  a Christian  University  in  Japan.  The  move- 
ment for  the  founding  of  such  an  institution  has  been 
greatly  stimulated  by  the  action  you  then  took.  For 
this  reason  the  Committee’s  second  purpose  in  ad- 
dressing you  now  is  to  pray  for  the  continuance  of 
your  influential  support. 

“Our  Committee  believes  that  Christianity  is  con- 
fronted with  a unique  situation  in  Japan  to-day.  In 
spite  of  problems  still  existing,  undoubtedly  the  rise 
of  Japan  during  the  past  fifty  years  is  phenomenal  in 
history.  Instead  of  the  feudalism  of  half  a century 
ago,  we  now  see  a country  that  has  become  already 
well  established  in  constitutional  government.  All  the 
elements  of  a well-organized  national  life  have  for 

253 


254 


APPENDIX  D 


years  been  in  successful  operation,  and  the  essentials 
of  material  civilization  are  being  steadily  introduced 
and  developed.  Japan,  moreover,  has  become  a 
highly  intelligent  nation.  Her  excellent  educational 
system  providing  school  advantages  with  obligatory 
attendance  for  practically  every  child  in  the  empire ; 
her  high-class  universities ; her  sending  of  hundreds 
of  men  abroad  for  study  and  investigation  now  for 
several  scores  of  years ; and  the  widespread  circula- 
tion of  every  form  of  literature  among  her  people; 
all  have  conspired  to  make  her  one  of  the  enlightened 
nations  of  the  world.  In  moral  and  religious  things 
there  has  been  during  these  years,  not  indifference 
and  decay,  but  an  earnest  striving  for  the  best.  There 
is  a thirsting  for  righteousness  that  is  strong,  and 
morality  stands  first  in  the  curriculum  of  every  school. 
The  spirit  of  religion  is  living,  and  Buddhism  in  no 
other  country  exists  in  such  vigorous  and  well-organ- 
ized form  as  in  Japan. 

“Christianity  standing  face  to  face  with  this  enlight- 
ened, aspiring,  virile  and  providentially  prepared  na- 
tion is  in  the  presence  of  a tremendous  challenge.  If 
Japan  is  won  for  Christ,  it  will  be  the  greatest  Chris- 
tian apologetic  of  modern  times,  and  will  exert  im- 
measurable influence  over  the  whole  of  Asia. 

“But,  if  Christianity  would  prevail  in  Japan,  it  must 
be  an  educational  Christianity.  In  the  midst  of  a 
nation  so  profoundly  appreciative  of  education,  and 
alongside  of  a Buddhism  that  is  rapidly  becoming 
very  active  in  education,  Christianity  must  not  fail  to 
be  earnestly  and  comprehensively  educational.  The 
present  relative  falling  back  of  Christian  education 
must  be  checked.  The  schools  of  higher  grade  must 
be  developed.  Christianity  is  at  present  not  equipped 
to  meet  the  best  educated  classes  of  society,  and  this 
short-coming  must  be  corrected.  Christian  scholarship 


APPENDIX  D 


2S5 


must  take  a larger  place  in  the  thought-life  of  the  na- 
tion. Christian  education  must  reach  to  the  top.  And 
for  all  this  a Christian  university  is  absolutely  essen- 
tial. A Christian  university  will  be  a great,  reassur- 
ing, invigorating  and  unifying  factor  in  the  whole 
Christian  work  in  Japan. 

“The  need  of  a Christian  university  in  Japan  has 
been  felt  for  many  years.  In  the  late  eighties  already 
there  was  some  agitation  for  such  an  institution. 
Again  in  1900  a strong  plea  for  a university  was  pre- 
sented at  a representative  gathering  of  missionary  edu- 
cators in  Tokyo.  But  by  far  the  most  significant 
movement  for  the  achievement  of  the  important  pur- 
pose was  inaugurated  by  the  Association  of  Christian 
schools  in  1910,  mainly  through  the  encouragement  of 
Dr.  John  F.  Goucher,  Chairman  of  the  American 
Section  of  the  Edinburgh  Conference  Educational 
Sub-Committee,  during  his  visit  to  the  Far  East  at 
that  time.  Since  then  much  effort  has  been  put  forth, 
earnest  prayer  has  been  offered,  and  a widespread  in- 
terest has  been  awakened  both  among  Japanese  leaders 
and  among  missionaries,  and  also  among  some  great 
friends  of  the  cause  in  the  United  States  and  Canada. 
In  April,  1912,  the  Association  of  Christian  Schools 
appointed  a Christian  University  Promoting  Commit- 
tee, and  this  Committee  after  various  preliminary  steps 
has  now  drawn  up  a statement  setting  forth  the  prin- 
ciples and  mode  of  procedure  to  be  followed  in  the 
establishment  of  the  institution.  Everything  is  now 
ready  for  aggressive  work.  ‘Now  or  never’  is  the 
word  upon  the  lips  of  many.  The  time  has  come,  our 
Committee  believes,  to  go  forward.  And  it  is  with 
this  conviction  that  our  Committee  appeals  to  you  for 
whatever  encouragement  you  may  see  fit  to  give  to  the 
movement  at  this  critical  and  important  time.  The 
establishment  of  such  an  institution  will  be  a large 


256 


APPENDIX  D 


undertaking,  but  not  too  large,  we  believe,  for  the 
united  strength  of  the  Church  of  to-day.” 

The  plea  for  a similar  university  or  for  similar  uni- 
versities in  China  is  couched  in  practically  the  same 
language  and  is  based  upon  similar  reasons. 


APPENDIX  E 


BIBLIOGRAPHY 

Barton,  James  L.  Daybreak  in  Turkey. 

*(Blakeslee,  George  H.,  Editor.)  China  and  the  Far  East. 

*Burton,  Margaret  E.  The  Education  of  Women  in  China. 

*The  Christian  Education  of  Women  in  the  East.  (Ad- 
dresses delivered  at  Oxford  Conference,  September, 
1912.) 

*Cowan,  Minna  G.  The  Education  of  Women  in  India. 

Dennis,  James  S.  Christian  Missions  and  Social  Progress, 
Vols.  I and  III. 

Fisher,  Daniel.  Calvin  Wilson  Mateer. 

*( Greene,  D.  C.,  and  Dearing,  J.  L.,  Editors.)  The  Chris- 
tian Movement  in  Japan.  (Issues  for  last  four  years,  es- 
pecially those  parts  bearing  upon  the  educational  situa- 
tion.) 

Griffis,  W.  E.  A Maker  of  the  New  Orient. 

Griffis,  W.  E.  Verbeck  of  Japan. 

Hamlin,  Cyrus.  My  Life  and  Times. 

Hardy,  Arthur  S.  Life  and  Letters  of  Joseph  Hardy  Nee- 
sima. 

Jessup,  H.  H.  Fifty-three  Years  in  Syria. 

* (Jones,  J.  P.,  Editor.)  The  Year  Book  of  Missions  in  In- 
dia, Burma  and  Ceylon,  1912.  (Parts  bearing  on  educa- 
tion.) 

Lewis,  R.  E.  The  Educational  Conquest  of  the  Far  East. 

*(MacGillivray,  D.,  Editor.)  The  China  Mission  Year 
Book.  (Issues  for  last  three  years,  especially  those  parts 
bearing  on  education.) 

Mackay,  George  L.  From  Far  Formosa. 

Mateer,  Robert  McCheyne.  Character  Building  in  China. 

Morrison,  John.  New  Ideas  in  India. 

*( Beach,  Harlan  P.,  Editor.)  Mission  Problems  and  Poli- 
cies in  Asia. 

*Reinsch,  Paul  S.  Intellectual  and  Political  Currents  in 
the  Far  East. 


Of  special  value. 


257 


258 


APPENDIX  E 


Ross,  E.  A.  The  Changing  Chinese. 

Smith,  George.  The  Life  of  William  Carey,  D.D. 

Smith,  George.  John  Wilson. 

Soothill,  W.  E.  China  and  Education. 

Speer,  Robert  E.  South  American  Problems. 

Tenney,  Edward  Payson.  Contrasts  in  Social  Progress. 

The  Student  Missionary  Appeal,  Cleveland  Convention 
Report  of  S.  V.  M.,  pp.  457-479.  (See  also  Reports  of 
later  Conventions.) 

Tyndale-Biscoe.  Pamphlets  on  Education. 

Washburn,  George.  Fifty  Years  in  Constantinople. 

Watson,  C.  R.  In  the  Valley  of  the  Nile. 

Wells,  James.  Stewart  of  Lovedale. 

World  Atlas  of  Christian  Missions,  Educational  Statis- 
tics, pp.  103-114. 

*World  Missionary  Conference  Report,  Vol.  Ill,  Chris- 
tian Education. 

World’s  Student  Christian  Federation  Conference  Re- 
ports. 

Catalogues  of  Mission  Colleges. 

Articles  in  Periodicals,  especially  “International  Review  of 
Missions.” 


* Of  special  value. 


APPENDIX  F 


A SELECTED  LIST  OF  BOOKS  ON  EDUCA- 
TION 

(Prepared  by  Dr.  T.  H.  P.  Sailer,  Educational 
Secretary  Presbyterian  Board  of  Foreign  Missions) 

EDUCATION  AND  THE  CHRISTIANIZATION 
OF  NATIONAL  LIFE 

Education  in  Relation  to  the  Christianization  of  Na- 
tional Life.  Report  of  Commission  III  of  the 
Edinburgh  World  Conference,  pp.  471.  1910. 

Revell.  75  cents. 

The  most  thorough  discussion  in  print  of  the  prob- 
lems of  educational  missions.  Testimony  is  given 
from  numerous  correspondents  all  over  the  world  as 
to  the  aims  and  problems  of  educational  work.  The 
relation  of  Christian  truth  to  indigenous  thought  and 
feeling,  industrial  training  and  the  training  of  teach- 
ers occupy  three  chapters.  The  need  of  a broad  and 
thorough  understanding  of  educational  principles  by 
prospective  missionaries  is  strongly  urged.  The  whole 
discussion  is  on  a high  plane,  and  is  exceedingly  stim- 
ulating. 

KINDERGARTEN 

Blow,  Susan  E.,  and  Hill,  Patty  S.  The  Kindergarten,  pp. 
301.  1913.  Houghton,  Mifflin.  $1.25. 

Report  of  the  Committee  of  Nineteen  of  the  International 
Kindergarten  Union.  Miss  Blow  presents  the  views  of  the 
orthodox  Froebelian  School,  and  Miss  Hill  those  of  the  pro- 
gressive wing. 


259 


26o 


APPENDIX  F 


ELEMENTARY  SCHOOL 

Dewey,  John.  The  Child  and  the  Curriculum,  pp.  40.  1902. 

University  of  Chicago  Press.  25  cents. 

An  essay  on  the  theory  of  the  relation  of  the  subject  mat- 
ter of  study  to  the  developing  child.  It  presents  more  acute 
and  original  thinking  than  the  average  educational  treatise  of 
ten  times  its  length. 

Dewey,  John.  The  School  and  the  Child,  pp.  127.  1906. 

Blackie  & Son,  London,  is. 

A reprint  of  the  preceding  essay,  together  with  eight  ar- 
ticles written  originally  by  Dr.  Dewey  for  the  “Elementary 
School  Record,”  and  now  out  of  print. 

Dewey,  John.  The  School  and  Society,  pp.  129.  1900.  Uni- 
versity of  Chicago  Press.  $1.00. 

A series  of  lectures  by  the  leading  American  philosopher  of 
education,  describing  the  principles  on  which  the  University 
Elementary  School  is  conducted.  The  lectures  have  had  an 
influence  on  educational  thought  out  of  all  proportion  to  their 
bulk. 

Dopp,  Katharine.  The  Place  of  the  Industries  in  Elementary 
Education,  pp.  270.  1905.  University  of  Chicago  Press. 
$1.00. 

Based  on  the  ideas  presented  by  Dr.  Dewey  in  “The  School 
and  Society.” 

McMurry,  C.  A.,  and  F.  M.  The  Method  of  the  Recitation. 
PP-  339-  1903.  Macmillan.  (Revised  edition.)  90  cents. 

Works  out  the  application  of  the  five  formal  Herbartian 
steps  to  elementary  teaching.  Perhaps  the  best  general  in- 
troduction to  the  principles  of  teaching  for  the  beginner  to 
read. 

McMurry,  F.  M.  How  to  Study  and  Teaching  How  to  Study, 
pp.  324.  1909.  Houghton,  Mifflin.  $1.25. 

A book  that  every  teacher  should  own  and  digest.  Teach- 
ing in  most  of  our  schools  would  be  revolutionized  and  mani- 
folded in  value  if  the  recommendations  of  this  book  were  car- 
ried out.  Few  things  are  more  important  than  learning  how 
to  study,  and  few  things  are  more  neglected  by  the  average 
teacher. 


APPENDIX  F 


261 


McMurry,  F.  M.  Elementary  School  Standards,  pp.  218. 
1913.  World  Book  Co.  $1.50. 

Part  of  the  report  of  the  New  York  City  school  inquiry. 
The  writer  lays  down  standards  by  which  the  efficiency  of  an 
elementary  school  should  be  measured,  and  applies  them  in 
some  detail  to  conditions  in  New  York  City.  Some  very 
practical  discussion. 

Strayer,  G.  D.  A Brief  Course  in  the  Teaching  Process, 
pp.  313.  1911.  Macmillan.  $1.25. 

The  various  types  of  teaching  are  described  and  suggestions 
given  as  to  their  use  and  limitations. 

Winterburn,  Rosa  V.  Methods  in  Teaching,  pp.  355.  1909. 
Macmillan.  $1.25. 

Suggestions  of  detailed  methods  for  teaching  English, 
arithmetic,  nature  study,  history,  etc.,  in  the  elementary 
grades  are  offered. 


TEACHING  OF  SPECIAL  SUBJECTS 

Johnston,  Charles  H.  High  School  Education,  pp.  555. 
1912.  Scribner’s.  $1.50. 

After  a discussion  of  the  place  of  secondary  education,  the 
methods  of  teaching  various  subjects  are  treated  by  different 
writers.  A bibliography  is  given  under  each  head. 


GENERAL  THEORY  OF  EDUCATION 

Bagley,  W.  C.  The  Educative  Process,  pp.  358.  1905. 

Macmillan.  $1.25. 

Discusses  the  biological,  logical  and  psychological  bases  of 
education.  An  excellent  introduction  for  one  who  wishes  to 
see  education  in  the  large  as  the  acquisition  of  individual 
experience.  It  should  be  supplemented  by  a book  which 
treats  the  social  phases  of  education. 

Bagley,  W.  C.  Educational  Values,  pp.  267.  1911.  Mac- 

millan. $1.10. 

The  writer  analyzes  the  values  of  education  in  a suggestive 
way,  and  gives  hints  for  the  realization  of  each  type  of  value. 


262 


APPENDIX  F 


Cubberly,  E.  P.  Changing  Conceptions  of  Education,  pp. 
70.  1909.  Houghton,  Mifflin.  35  cents. 

The  author  shows  how,  in  response  to  the  needs  of  life, 
the  conception  of  education  has  changed  from  that  of  a 
transmission  of  the  accumulated  traditions  of  society,  through 
one  of  psychological  adaptation  to  the  needs  of  the  individual, 
to  the  sociological  one  of  an  instrument  of  democracy  to  meet 
the  needs  of  democracy.  The  discussion  is  clear  and  vigorous. 

Davenport,  E.  Education  for  Efficiency,  pp.  184.  1909. 

Pleath.  $1.00. 

A series  of  spirited  addresses.  The  writer  holds  that  one- 
fourth  of  the  time  of  all  education  should  be  devoted  to  voca- 
tional work,  that  industrial  education  must  be  developed  for 
the  ninety-five  per  cent  of  our  population  who  do  not  enter 
professional  life,  and  that  this  must  be  conducted  in  such  a 
way  as  to  retain  its  graduates  in  the  industries. 

Dewey,  John.  The  Educational  Situation,  pp.  104.  1902. 

University  of  Chicago  Press.  50  cents. 

Three  chapters  on  the  work  of  the  elementary  school,  the 
secondary  school  and  the  college.  The  thesis  is  that  educa- 
tional theory  in  response  to  social  needs  has  advanced  further 
than  practice.  The  present  dislocation  is  shown  and  the  prin- 
ciples by  which  adjustment  is  to  be  secured  are  indicated. 
No  educators  more  than  missionaries  need  to  study  the  prob- 
lems of  educational  adjustment  to  social  conditions. 

Dewey,  John.  Moral  Principles  in  Education,  pp.  61.  1909. 
Houghton,  Mifflin.  35  cents. 

The  writer  applies  the  principles  of  social  morality  to  the 
educational  process. 

Eliot,  C.  W.  Education  for  Efficiency.  pp.  58.  1909. 

Houghton,  Mifflin.  35  cents. 

Two  addresses  in  President  Eliot’s  trenchant  style,  in  which 
he  contends  for  the  development  of  initiative,  enthusiasm  and 
practical  efficiency,  which  too  often  are  not  even  sought  in 
traditional  education.  We  are  still  far  from  realizing  fully 
the  ideals  which  Dr.  Eliot  has  advocated  for  so  many  years. 

Findlay,  J.  J.  The  School,  pp.  256.  1911.  Holt.  50  cents. 

An  excellent  discussion  of  the  school  as  an  agency  of 
progress. 


APPENDIX  F 263 

Hughes,  R.  E.  The  Making  of  Citizens,  pp.  405.  1902. 

Scribner’s.  $1.50. 

A comparative  study  of  the  primary  and  secondary  school 
systems  of  Great  Britain,  France,  Germany  and  the  United 
States,  with  chapters  on  the  education  of  girls  and  defec- 
tives. The  book  makes  a good  introduction  for  those  who 
wish  to  learn  the  main  educational  trends  in  the  four  coun- 
tries mentioned.  Those  who  wish  to  study  this  subject  more 
in  detail  should  consult  Russell’s  “German  Higher  Schools” 
and  Farrington’s  “Public  Primary  School  System  of  France,” 
and  “French  Secondary  Schools.” 

Leavitt,  F.  M.  Examples  of  Industrial  Education,  pp.  330. 
1912.  Ginn.  $1.50. 

Combines  constructive  suggestions  with  descriptions  of  the 
best  type  of  work  done  in  the  United  States. 

Snedden,  David.  The  Problem  of  Vocational  Education,  pp. 
86.  1910.  Houghton,  Mifflin.  35  cents. 

The  writer,  who  has  become  Commissioner  of  Education 
for  Massachusetts,  is  one  of  our  more  acute  students  of  edu- 
cational principles.  He  shows  the  present  need  of  vocational 
education  by  the  school,  since  the  home  and  the  shop  are  no 
longer  able  to  meet  the  demands  and  the  changes  neces- 
sary in  the  administration  of  the  schools.  The  relation  of 
vocational  to  liberal  education  is  discussed. 

SOCIAL  EDUCATION 

Carney,  Mabel.  Country  Life  and  the  Country  School,  pp. 
403.  1912.  Row,  Peterson  & Co.  $1.25. 

The  work  of  the  country  teacher  as  a social  force  in  the 
whole  community  is  presented  in  a most  enthusiastic  way. 
Full  of  practical  suggestions. 

Betts,  George  H.  Social  Principles  of  Education,  pp.  318. 
1912.  Scribner’s.  $1.25. 

A good  introduction  to  the  subject,  which  discusses  the  con- 
dition of  the  relation  of  the  school  to  the  individual  and  to 
society. 

Dresslar,  F.  B.  School  Hygiene,  pp.  369.  1913.  Macmil- 

lan. $1.25. 

Covers  the  sanitation  of  school  buildings  in  detail,  and  also 
the  care  of  the  health  of  individual  children. 


264  APPENDIX  F 

Dutton,  S.  T.,  and  Snedden,  David.  The  Administration  of 
Public  Education  in  the  United  States,  pp.  601.  1908. 

Macmillan.  $1.75. 

A review  of  the  broad  field  of  public  education  in  the 
United  States.  An  excellent  introduction  to  the  study  of  our 
national  system.  While  details  and  statistics  are  freely  cited, 
they  are  accompanied  by  thoughtful  comments  on  principles 
and  tendencies  which  should  be  considered  by  those  working 
in  all  fields. 

Gilbert,  C.  B.  The  School  and  Its  Life.  pp.  259.  1906. 

Silver,  Burdett  & Co.  $1.25. 

School  management  from  the  standpoint  of  the  principal. 
A very  stimulating  discussion  based  on  up-to-date  educational 
theory. 

Johnson,  G.  E.  Education  by  Plays  and  Games,  pp.  234. 
1907.  Ginn.  $1.10. 

Three  chapters  on  the  meaning  of  play,  its  importance  in 
education,  and  the  characteristics  of  the  periods  of  childhood 
are  followed  by  a full  list  of  plays  for  each  age,  with  brief 
descriptions. 

Reeder,  R.  R.  How  200  Children  Live  and  Learn,  pp.  247. 
1909.  New  York  Charities  Publishing  Committee.  $1.25. 
This  book  will  be  most  suggestive  and  stimulating  to  one 
who  has  to  supervise  a boarding  school. 

Snedden  and  Allen.  School  Reports  and  School  Efficiency, 
pp.  183.  1908.  Macmillan.  $1.50. 

After  brief  introductory  chapters,  a long  list  of  the  most 
significant  school  reports  of  American  cities  is  presented  with 
comments.  Those  who  have  oversight  of  schools  would 
probably  get  helpful  suggestions  for  reports,  even  where  con- 
ditions dealt  with  are  quite  different  from  those  of  American 
cities. 

Wood,  T.  D.  Health  and  Education,  pp.  no.  1910.  Uni- 
versity of  Chicago  Press.  75  cents. 

An  excellent  summary  of  recent  thought  on  the  subject  of 
health  examinations,  school  sanitation,  the  hygiene  of  instruc- 
tion, health  instruction  and  physical  education.  Free  play  in 
the  open  air,  involving  interesting  and  natural  activity,  is  rec- 
ommended, as  opposed  to  formal  drills  in  the  gymnasium. 


APPENDIX  F 


265 


CHILD  STUDY 

Kirkpatrick,  E.  A.  Essentials  of  Child  Study,  pp.  384. 
1903.  Macmillan.  $1.25. 

The  best  introduction  for  one  who  wishes  to  make  a sci- 
entific study  of  child  nature.  The  development  of  the  various 
instincts  characteristic  of  childhood  are  discussed  in  some  de- 
tail, and  brief  suggestions  made  for  the  educator.  At  the  end 
of  each  chapter  are  questions  and  references  for  further 
study. 

Tanner,  Amy.  The  Child,  pp.  430.  1904.  Rand,  McNally. 
$1.25. 

Another  excellent  introduction  to  child  study,  written  from 
the  standpoint  of  somewhat  more  personal  interest  in  the  child 
than  Kirkpatrick’s  book.  A useful  supplement  to  the  latter. 

ADOLESCENCE 

Forbush,  W.  B.  The  Boy  Problem,  pp.  219.  1907.  6th  edi- 
tion (revised).  Pilgrim  Press.  $1.00. 

An  excellent  book  for  those  who  have  to  deal  with  boys. 
Treats  work  in  both  church  and  home,  and  describes  many 
organizations  and  devices,  but  exalts  personal  influence  as  su- 
premely effective.  At  the  end  of  each  chapter  is  a select 
bibliography. 

Hall,  G.  Stanley.  Youth,  pp.  379.  1906.  Appleton.  $1.50. 

A condensation  of  Dr.  Hall’s  “Adolescence,”  the  chapters 
especially  bearing  on  education  having  been  selected. 

EDUCATIONAL  PSYCHOLOGY 

Colvin,  S.  S.  The  Learning  Process,  pp.  336.  1911.  Mac- 
millan. $1.25. 

Presents  the  various  functions  of  the  human  mind  and  their 
significance  for  education.  A number  of  recent  psychological 
theories  are  discussed. 

Dewey,  John.  How  We  Think,  pp.  224.  1910.  Heath. 

$1.00. 

A discussion  of  reflective  or  purposive  thinking  in  Dr„ 
Dewey’s  usual  clear  and  thorough  style. 


266 


APPENDIX  F 


Dewey,  John.  Interest  and  Effort  In  Education,  pp.  102. 
1913.  Houghton,  Mifflin.  35  cents. 

Dr.  Dewey  has  been  our  most  fundamental  thinker  on  the 
principle  of  Interest  in  education.  His  little  monographs  are 
worthy  of  the  most  serious  study. 

Heck,  W.  H.  Mental  Discipline,  pp.  208.  2nd  edition,  re- 
vised. 1911.  John  Lane.  $1.00. 

For  a number  of  years  there  has  been  a strong  reaction 
against  the  view  that  the  criterion  of  the  value  of  the  subject 
was  its  difficulty  rather  than  its  content.  The  author  pre- 
sents a useful  summary  of  the  discussion  of  the  subject  by 
various  writers. 

James,  William.  Talks  to  Teachers,  pp.  301.  1899.  Holt. 

$1.50. 

A series  of  popular  lectures  on  the  application  of  psycho- 
logical principles  to  teaching  in  Professor  James’  brilliant 
style.  Specific  methods  could  hardly  be  inferred  from  this 
book  by  the  inexperienced  teacher,  but  there  is  much  to  stimu- 
late. No  one  has  ever  put  certain  maxims  of  character  for- 
mation more  incisively. 

Thorndike,  E.  L.  Educational  Psychology,  pp.  248.  2nd 
edition  revised  and  enlarged.  1910.  Teachers  College. 

$1.50. 

An  attempt  to  apply  quantitative  measurement  to  the 
psychological  differences  of  individuals.  Investigations  of  the 
influence  of  sex,  ancestry  and  environment  are  summarized 
and  discussed.  Many  common  suppositions  are  shown  to  be 
without  scientific  basis. 

Thorndike,  E.  L.  Principles  of  Teaching,  pp.  273.  1906. 

Seiler.  $1.23. 

Treats  briefly  the  various  psychological  facts  involved  in 
teaching,  then  the  application  of  these  to  teaching,  and  finally 
offers  a number  of  practical  problems,  some  of  which  are  very 
suggestive.  The  center  of  interest  is  in  the  psychology  of  the 
pupil  rather  than  in  the  subject  matter. 

Thorndike,  E.  L.  The  Original  Nature  of  Man.  pp.  327. 
1913.  Teachers  College.  $2.00. 

A most  fundamental  discussion  of  the  original  tendencies 
of  human  nature.  A book  of  great  importance  in  the  study  of 
educational  psychology. 


APPENDIX  F 


267 


RELIGIOUS  EDUCATION 

Coe,  .O'  A.  Education  in  Religion  and  Morals,  pp.  434.  1904. 
Revell.  $1.35. 

Defines  education  as  the  effort  to  assist  in  development  to- 
ward social  adjustment  and  efficiency.  Shows  the  implications 
of  this  viewpoint  for  religion.  An  excellent  book  for  those 
who  wish  to  see  the  question  in  the  large. 

Pease,  G.  A.  Outline  of  a Bible  School  Curriculum,  pp. 
418.  1904.  University  of  Chicago  Press.  $1.50. 

A most  useful  and  suggestive  book.  Treats  first  the  char- 
acteristics of  each  period  of  development  from  the  kindergar- 
ten to  the  adult  stage ; then  outlines  a curriculum  for  every 
Sunday  in  the  year,  and  gives  several  specimen  lessons  and  a 
bibliography  in  connection  with  each  year.  The  book  indi- 
cates in  general  the  position  toward  which  the  best  Bible 
study  is  moving. 

(Sadler,  M.  E.,  editor.)  Moral  Instruction  and  Training  in 
Schools.  2 vols.  pp.  538;  378.  1908.  Longmans.  $1.50 
each. 

A series  of  papers  in  response  to  an  inquiry  on  the  subject 
of  moral  education  in  schools.  Vol.  I treats  replies  from 
Great  Britain,  and  Vol.  II  those  from  the  colonies  and  from 
other  countries. 

Slattery,  Margaret.  Talks  to  the  Training  Class,  pp.  84, 
1906.  Pilgrim  Press.  25  cents,  60  cents. 

Popular  and  helpful  chapters  on  child  nature  and  the  best 
methods  of  treating  it  in  teaching.  The  intense  sympathy  of 
the  writer  is  a stimulus,  and  the  illustrations  from  life  will 
be  more  suggestive  to  the  beginner  than  any  amount  of  ab- 
stract definitions. 


HISTORY  OF  EDUCATION 

Monroe,  Paul.  A Text  Book  in  the  History  of  Education, 
pp.  772.  1905.  Macmillan.  $1.90. 

The  most  satisfactory  history  of  education  in  English.  The 
settings  of  the  different  periods  and  the  contributions  of  the 
different  tendencies  are  presented  with  clearness  and  force. 
At  the  end  of  each  chapter  is  a brief  bibliography  of  the  gen- 
eral history  of  the  period  as  well  as  of  its  educational  work. 


268 


APPENDIX  F 


Monroe,  Paul.  Encyclopedia  of  Education.  1911-1913.  Mac- 
millan. $5.00  per  vol.  To  be  complete  in  five  volumes, 
of  which  four  have  appeared. 

A reference  work  of  the  greatest  value,  with  which  every 
student  of  education  should  be  familiar. 

Parker,  Samuel  C.  A History  of  Modern  Elementary  Edu- 
cation. pp.  205.  1912.  Ginn.  $1.50. 

A very  original  and  illuminating  account  of  elementary 
schools  since  the  Middle  Ages. 

Talbot,  E.  A.  Samuel  Chapman  Armstrong,  pp.  301.  1904. 

Doubleday,  Page.  $1.50. 

A life  of  the  founder  of  Hampton  College,  which  has  done 
so  much  for  the  education  of  the  Negro  and  the  Indian.  The 
breezy  and  rugged  character  of  the  man  and  the  principles  on 
which  he  based  his  work  are  illustrated  by  numerous  quota- 
tions from  his  letters  and  sayings. 

Washington,  Booker  T.  Up  from  Slavery,  pp.  330.  1900. 
Doubleday,  Page.  $1.50. 

The  life  story  of  a man  who  has  overcome  tremendous  ob- 
stacles and  accomplished  wonderful  things  for  the  education 
of  a race.  He  has  been  wise  enough  to  give  his  people  what 
they  needed  rather  than  what  they  thought  they  wanted. 


INDEX 


A. 

Abdul  Hamid,  quoted,  162. 

Africa,  desire  for  modern  educa- 
tion, 18,  63;  mission  schools, 

170,  171,  187;  industrial  train- 
ing, 72,  187;  position  of  women, 
no. 

Agriculture,  73;  training  in,  139, 
140. 

Albania,  desire  for  education,  17, 
186. 

American  Board  Com.  for  For. 
Miss.,  10;  higher  educational 
fund,  98. 

American  College  for  Girls,  Con- 
stantinople, 81,  88,  92,  161. 

Architecture,  college  buildings,  go- 
92. 

Assiut  College,  82,  88,  161,  170. 


B. 

Bible  Instruction,  193;  in  govern- 
ment schools,  Japan,  32;  prob- 
lem in  mission  schools,  143- 145. 

Bible  Women,  training  schools, 
23,  124,  123. 

Balkan  War,  185,  186. 

Boarding  Schools,  22,  120,  121. 

Boxer  Movement,  131,  187. 

Buddhism,  and  modern  education, 
36;  position  of  women,  106. 

Burma,  colleges,  82;  mission 
schools  and  government  educa- 
tion, 27,  29. 

Burton,  Ernest  D.,  quoted,  165. 


C. 

Calcutta  University,  28. 

Canton  Christian  College,  83,  89. 

Caste  system,  155;  and  mission 
schools,  158,  159. 

Ceylon,  colleges,  82;  mission 
schools  and  government  educa- 
tion, 27,  28,  30,  63. 

Children,  importance  of  work  for, 

_ ”4- 

China,  respect  for  learning,  16, 
36;  desire  for  modern  educa- 
tion, 17,  130,  187,  188;  gov- 

ernment school  system,  58,  63, 
163,  164.  Mission  schools: 

growth,  37,  163,  164.  166;  col- 


leges, 82;  technical  and  union 
schools,  71,  75,  76;  relation  to 
government  system,  36-38,  42, 
43;  results,  162-169;  reforms, 
59,  169.  Women  : position,  108; 
illiteracy,  no;  education  of, 
108. 

China  Centenary  Missionary  Con- 
ference, 125. 

Colleges,  23,  62,  79-86,  104;  con- 
trol, 153;  curricula,  39-42,  100- 
102;  equipment  and  buildings, 
74,  87-94;  finances,  94-100; 

teaching  force,  102,  103;  for 

women,  121-123. 

Commissions  (Oriental),  for  study 
of  western  education,  etc.,  57. 

Comparative  religions  in  mission 
schools,  133,  134. 

Confucius,  quoted,  108. 

Curricula,  adapting  to  local  needs, 
145,  146;  demands  for  new 

studies,  129-141. 

D. 

Dennis,  James  S.,  quoted,  4. 

Doshisha,  33,  81,  88,  103,  174, 
190. 

Duff,  Alexander,  156. 

E. 

Edinburgh  Conference,  2,  26,  56, 
69;  Continuation  Committee  of: 
findings  on  Bible  Women’s 
Training  Schools,^  125;  board- 
ing schools  for  girls,  121;  col- 
leges for  women,  122,  123;  edu- 
cational missions,  63 ; kinder- 
gartens, 1 18;  primary  schools, 
1 19;  union  educational  work, 
77- 

Education,  respected  by  eastern 
peoples,  7,  8,  15-17,  95;  funda- 
mental in  Christianity,  6-8,  20; 
Modern  education:  recent  devel- 
opment, 18,  51;  recognition  in 
missionary  enterprise,  9,  10; 

demand  for,  among  eastern  peo- 
ples, 58,  188,  189;  adapting,  to 
eastern  conditions,  142,  143, 

145,  146;  progress  of,  in  Japan, 
17,  18,  57;  relation  to  political 
changes  in  Orient,  59;  debtor 
to  educational  missions,  24. 


270 


INDEX 


Educational  Missionary,  17,  20, 

25,  185-196,  205,  206;  qualifica- 
tions, 25,  181-183,  196-204;  spe- 
cial preparation,  182,  183,  191- 
195,  199;  short  term  service, 

146-150. 

Educational  Missions,  1-6,  11-20; 
place  in  missionary  enterprise 
fundamental,  84-86;  crisis  in, 
5 1-53,  78;  demand  for  higher 
standard,  62-73;  problems,  129- 
153;  union  movements,  73-77; 
and  government  educational 
systems,  27-38,  42,  43,  189; 

achievements  in  eastern  lands, 
154-180;  and  international  rela- 
tions, 45-49,  13 1 ; and  reforms 
in  eastern  nations,  42,  54,  55. 

Egypt,  mission  schools,  160,  161; 
and  government,  36. 

Endowments,  for  higher  education, 
99- 

Euphrates  College,  81,  82. 

Evangelism  in  early  missionary 
enterprise,  9-1 1. 

H. 


High  Schools,  22,  12 1;  native 

control  of,  153. 

Hinduism,  and  modern  education, 
55;  position  of  women,  106. 
Hostels,  145. 


I, 

Illiteracy,  14,  no. 

Imperial  University,  Japan,  174, 
177. 

India,  desire  for  modern  educa- 
tion, 17;  reorganization  of  gov- 
ernment school  system,  63,  157, 
158,  186,  187.  Mission  schools: 
colleges,  82;  and  government 
system,  27-30,  42,  43,  186;  re- 
sults, 155-159-  Women:  posi- 
tion, 107;  illiteracy,  no;  edu- 
cation, 123. 

Industrial  development  of  east, 

6°. 

Industrial  education,  23 ; demand 
for  development,  72,  73,  191; 
expense,  140,  141;  for  women, 
125;  in  Africa,  170,  171,  187; 
phases  and  problems,  136-141; 
and  government  schools  in 
India,  31;  results,  141. 

Intellectual  Renaissance  in  Asia, 
53-60,  184,  185,  188. 

Intermediate  schools,  119,  120. 

International  College,  Smyrna,  82, 

88. 

International  politics,  relation  to 
educational  missions,  45-48. 


J. 

Jaffna  College,  80. 

Japan,  progress  of  modern  edu- 
cation in,  17,  58,  188;  commis- 
sions for  study  of  western  edu- 
cation, 57;  reform  movements, 
I7S-  Women:  position,  109;  edu- 
cation, 123;  work  of  Christian, 
178.  Mission  schools:  kinder- 
gartens, 118;  colleges,  83; 
Christian  University,  76;  and 
government,  31-33,  42,  43,  175, 
176. 

K. 

Kindergartens,  22,  117,  118. 

Kipling,  quoted,  107. 

Kobe  College,  81. 

Koran,  55;  and  modern  education, 
34. 

Korea,  Christian  Colleges,  83. 

L. 

Language,  western  or  vernacular, 
in  mission  schools,  39-42,  101, 
102;  problems  concerning,  134- 
136- 

Language  study,  schools  for,  23. 

Latin  America,  83,  172,  173. 

Levant,  results  of  educational  mis- 
sions, 159-162. 

Literature,  work  of  Japanese 
Christians  in,  177-178. 


M. 

Madras  Christian  College,  80,  88. 

Madras  University,  28. 

Manual  training,  139. 

Medical  Colleges,  23,  67,  68; 

courses,  69;  union  schools,  68, 
69. 

Mohammedanism,  hostile  to  intel- 
lectual development,  33,  34,  55, 
160;  position  of  women,  107- 
109;  effect  of  Balkan  War  upon, 
185,  186,  189. 

Mohonk  Student  Conference,  49. 

Morrison,  Robert,  162,  163. 


N. 

Nanking  University,  82,  90,  92. 

Native  agency,  13,  22,  61,  62,  64, 
67,  159,  192,  193,  203;  in  higher 
institutions,  102;  women  teach 
ers,  1 19,  123,  124. 

Neesima,  Joseph  Hardy,  57,  174. 

Normal  Schools,  22,  62,  64,  191; 
for  women,  123,  124. 

Nurses’  Training  Schools,  70. 


INDEX 


271 


o. 

Official  classes,  accessibility,  62; 
in  China,  189;  in  Japan,  177. 


P. 

Pacific  Islands,  18,  no. 

Peking  University,  37,  88,  102. 

Persia,  colleges,  82;  mission 
schools  and  government,  36 ; _ re- 
sults of  Christian  education, 
160,  161, 

Philippines,  83,  173. 

Political  changes  in  eastern  na- 
tions, 59. 

Primary  schools,  117,  118;  native 
control,  1 5 x- 1 5 3. 

Printing  press,  54,  179,  180. 

Problems  in  mission  schools: 
adaptation,  142,  143,  145;  apathy 
at  home,  153;  courses,  129-141; 
housing,  145;  _ maintaining 

Christian  instruction,  143-145; 
maintaining  standard,  141,  142; 
control,  151-153;  non-Christian 
instructors,  150;  short  term 
service,  146-150;  student  aid, 
151. 

Protestantism,  attitude  toward  ed- 
ucation, 20. 

R. 

Ramabai,  Pandita,  127. 

Reform  movements,  53,  55,  112; 
relation  to  mission  schools,  44, 
45,  162,  165,  166,  169,  173,  175, 
178-180. 

Robert  College,  35,  80,  91;  self- 
support,  96,  161. 

Roman  Church  and  popular  edu- 
cation, 172. 

S. 

St.  John’s  University,  Shanghai, 
37,  82,  102. 

Self-help,  137,  138,  151. 

Self-support,  of  higher  institu- 
tions, 95,  151-153,  161;  of 

schools,  18. 

South  America,  172,  173. 

Student  aid,  151. 

Student  movements,  49. 

Students  (Oriental),  character- 
istics, 202-204;  in  western  col- 
leges, 43,  44.  56,  57,  8S-87,  146. 
167. 


Student  Volunteer  Movement, 
196;  in  the  Orient,  206;  posi- 
tions listed  by,  ip3,  194. 

Syrian  Protestant  College,  80,  88, 
102,  161. 

T. 

Technical  training,  70,  71,  84,  92, 
192. 

Theological  Schools,  23,  65,  192, 
193;  curricula,  100,  101,  134, 

193;  equipment,  92;  union,  66, 
83*. 

Turkish  Empire,  desire  for  mod- 
ern education,  17;  opportunities, 
185,  186;  position  of  women, 

108,  109.  Mission  schools:  dif- 
ficulties, 35;  higher  institutions, 
82;  and  government,  33-36;  re- 
sults, 160-162. 


U. 

Union  Educational  Movements, 
73-77,  190-192. 

Union  Medical  College,  Peking, 

38,  68. 


V. 

Verbeck,  130,  173,  174. 
Vernacular.  See  Language. 
Village  schools,  18,  21. 


W. 

Woman’s  Boards,  24,  10^  115. 

Women,  position  in  non-Christian 
lands,  106-110;  religious  influ- 
ence of  eastern,  113;  education 
of,  18,  105-125;  colleges  for, 

81;  as  teachers,  119;  leaders  in 
reform,  178;  in  evangelistic 
work,  124;  students  in  India, 
156,  157;  results  of  education, 
hi,  116,  126-128. 

World’s  Student  Christian  Fed- 
eration, 49,  50. 


Y. 

Yale  College  in  China,  83. 
Young  Turk  Party,  34. 


Date  Due 

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